-NBLF 


LIBRARY 

OF  THE 

University  of  California. 

Mrs.  SARAH  P.  WALSWORTH. 

Received  October,  i8g4. 
^Accessions  No.  S'7^'7^     ^^'^^^  ^^' 


4^' 


Lt^jL.   ^m-.     '  // '^/i^-^^^"■^^  ' 


i^n.c^-^^^ 


d^-i^'t'-C^  u-   , 


\ 


Philadelphia,  January,  1871. 


"We  have  the  pleasure  of  handing  you 
herewith  a  copy  of  Dr.  Hart's  "  First  Lessons 
in  Coniposition,"  of  which  we  beg  your  ac- 
ceptance. 

If  on  examination  you  are  pleased 
with  the  book,  we  will  be  grat'ified  to  have 
you  form  a  class  and  give  it  a  trial.  "We 
believe  that  the  increased  power  of  expres- 
sion which  its  use  will  give  to  the  pupil, 
will  double  his  progress  in  every  other 
study. 

Should  not  the  classes  likely  to  use 
such  a  book  be  under  your  care,  will  you 
be  kind  enough  to  hand  the  volume  to  the 
proper  teacher. 

"W^e  have  the    honor  to  be 

Very  Truly  Yours, 

ELDREOGE  &l  BROTHER, 

17  North   Seventh  St. 

PHIUDELPHIA. 

Libercil  Terms  for  Inbrocliootion,- 


^\/?)f^j(-On 


A_-- 


FIRST    LESSONS 


IN 


COMPOSITION. 


BY 


JOHN  S.   HAET,   LL.D., 

PRINCIPAL   OF   THE    NEW   JERSEY    STATE    NORMAL   SCHOOL,    AUTHOR    OF    "COMPOSITION 
AND    RHETORIC,"   "iN   THE   SCHOOL- ROOM,  ■ '   "   ENGLISH    GRAMMAR,"    ETC. 


PHILADELPHIA : 
ELDREDGE  &  BROTHER. 

BOSTON:   J.  L.   HAMMETT.       NEW  YORK:   J.  W.  SCHEUMERHORN  A  CO. 

CINCINNATI  :    GEO.  E.  STEVENS  k  CO.      CHICAGO: 

W.  B.   KEEN  k  COOKE. 

1871. 


By  the  same  Author. 
Composition  and  Ehetorio, 
In  the  School-Eoom, 


$1.50. 
1.25. 


In  Preparation  by  the  same  Author, 
And  to  correspond  in  size  <and  price  witli  the  "Composition  and  Rhetoric." 

English  Literature. 
American  Literature. 


^^V 


sysy-i^ 


Entered,  according  to  Act  of  Congress,  in  the  year  1870,  by 

ELDREDGE    &    BROTHER, 

in  the  Office  of  the  Librarian  of  Congress  at  Washington. 


fC 


-^^^y^"- 


^^ 


v^ 


>?- 


"^^ 


J.   PAGAN    4    SON,  K''J^i 


^^  CJ    ,    ELECTROTYPKRS,    PHII.AU  A.     f^AP 


^/V- 


CAXTOX  PRESS  OF  SHERMAN  *  CO. 


I 

Preface. 


-o-oJ^OO- 


"VrOTHIXG  in  school  is  usually  so  poorly  taught  as  Composi- 
-*- '  tion.  This  is  the  uniform  testimony  of  those  conversant 
with  the  subject.  Yet  it  would  be  difficult  to  name  a  branch  that 
equals  it  in  practical  value.  The  ability  to  express  one's  knowl- 
edge readily  and  clearly,  which  is  only  another  name  for  skill  in 
Composition,  both  helps  in  acquiring  knowledge,  and  multiplies 
almost  indefinitely  the  value  of  it  when  acquired.  The  scholar 
who  has  this  skill  can  thereby  learn  faster  every  other  branch  of 
study,  and  at  the  same  time  can  turn  every  other  branch  to 
greater  account.  Why  should  a  part  of  education  of  such  pi-i- 
mary  importance  be  so  generally  neglected  ?  Is  there  any  inher- 
ent difficulty  in  teaching  Composition,  which  can  justify  this 
neglect?  It  is  my  assured  conviction,  on  the  contrary,  that  there 
is  no  branch  which  can  be  taught  with  greater  ease,  or  with  more 
entire  certainty  of  success.  The  great  mistake  in  the  matter  is 
that  the  study  is  not  begun  soon  enough.  Teachers  wait  till  a 
scholar  is  twelve  or  fourteen  years  old,  and  then,  all  at  once, 
without  any  previous  training,  tell  him  to  write  a  Composition. 
They  might  as  well  tell  him  to  make  a  steam-engine.  Exercises 
in  Composition  should  begin  as  soon  as  a  child  begins  to  read 
and  write,  and  they  should  at  first  be  of  the  simplest  possible 
character,  such  as  any  child  can  write  who  can  write  his  own 
name.    The  exercise,  instead  of  being  attended  to  once  a  month, 

iii 


iv  PREFACE. 

or  once  a  quarter,  should  be  attended  to  daily.  It  should  be  put 
on  the  same  footing  as  reading  and  spelling.  It  should  begin 
long  before  the  study  of  Grammar,  and  should  continue  year 
after  year  as  a  part  of  the  daily  routine  in  school,  until  the  study 
is  finally  merged  in  that  of  Rhetoric.  A  teacher  who  will  per- 
sistently give  his  class  a  course  of  exercises  of  this  kind,  gradu- 
ating the  exercises  to  the  growing  capacity  of  the  scholars,  will 
find  no  more  difiiculty  in  teaching  Composition  than  a  parent 
finds  in  teaching  his  children  to  walk.  Scholars  by  such  a  course 
of  exercises  acquire  insensibly  and  almost  without  conscious 
effort  the  ability  to  express  their  ideas  with  clearness,  force,  and 
elegance,  and  this  ability,  as  before  remarked,  gives  increased 
value  to  every  other  acquisition. 

The  present  work  is  a  book  of  exercises,  rather  than  a  text- 
book. These  exercises,  however,  are  throughout  based  upon  a 
scheme  of  thought,  a  text,  so  to  speak,  which  was  in  the  author's 
mind,  and  by  which  the  scholar  is  led  on  systematically,  and  in 
due  logical  order,  from  the  simplest  and  most  elementary  forms 
of  expression  to  those  which  are  complex  and  ornamental.  The 
exercises  thus  lead  by  natural  and  easy  steps  to  the  study  of 
Grammar  and  Ehetoric,  and  are  believed  to  be  the  best  possible 
introduction  to  those  important  branches.  The  scholar  who  has 
been  trained  to  write  with  grammatical  and  rhetorical  correct- 
inesswill  find  no  difiiculty  in  studying  the  theory  of  Grammar 
and  Rhetoric;  for  here,  as  everywhere  in  the  educational  pro- 
cess, PRACTICE  BEFORE  THEORY  is  the  dictate  equally  of  common 
sense  and  of  sound  philosophy. 

J.  S.  H. 

State  Normal  School,  ) 

Trenton,  N.  J,,  Dec,  1870.  ) 


I   CONTENT Sl><^c) 


PART    I. 

ON    WORDS. 


INTRODUCTION, 


PAGE 

.      9 


CHAPTER  I. —  Simple  "Words. 


Section  1.  Nouns,   . 
Section  2.  Adjectives, 
Section  3.  Verbs,     . 
Section  4.  Adverbs, 


CHAPTER  II.  —  Derivative  Words. 


Section  1.  Nouns,    . 
Section  2.  Adjectives, 
Section  3.  Verbs,     . 
Section  4.  Adverbs, 


12 
14 
16 
17 


19 
24 
30 
31 


Part  II. 

SENTENCE-MAKING. 


CHAPTER  I.  — Simple  Sentences. 


Section  1.  The  Simplest  Form  of  the  Sentence, 

Section  2.  The  Parts  of  a  Sentence,    .... 

Pronouns,  ...... 

Section  3.  Adjuncts,      ...... 

1.  Adjuncts  to  the  Subject  and  the  Ol>ject, 

Form  1.  Adjuncts  formed  by  Noun  in  Apposition, 
Form  2.  Adjuncts  formed  by  Noun  in  Possessive, 
Form  3.  Case  1.  Adjuncts  formed  by  Adjective, 

Case  2.  Adjuncts  formed  by  Adjective-word, 
Form  4.  Adjuncts  formed  by  Preposition-phrase, 
1* 


• 

.    33 

35 

•                   • 

,    38 

39 

, 

.    40 

40 

•                   • 

.    41 

43 

J,  • 

.    44 

46 

VI 


CONTENTS. 


2.  Adjuncts  to  the  Predicate,         ...... 

Form  1.  Adjuncts  formed  by  Adverb,  .... 

Form  2.  Adjuncts  formed  by  Preposition-phrase, 
Review  Exercises,        ........ 

Compositions,  ......... 

CHAPTER  II. —  Complex  Sentences. 


PART    III. 
VARIETY    OF    EXPRESSION. 


PAGE 
.     46 

46 
.    48 

49 
.    54 


Section  1.  Connective  Sentences, 

56 

Compositions,    ..... 

.    60 

Section  2.  Antithetical  Sentences,     . 

61 

Compositions,    .            .        ■    . 

.    63 

Section  3.  Inferential  Sentences, 

63 

Compositions,   ..... 

.    65 

Section  4.  Dependent  Sentences, 

65 

Compositions,   ..... 

.    67 

Section  5.  Relative  Sentences, 

67 

Compositions,    ..... 

.    68 

CHAPTER  I. —  Change  of  Arrangement. 


Section  1.  Prose  Changed, . 

Compositions, 
Section  2.  Poetry  Changed, 


CHAPTER  II.  — Change  of  Structure 


Section  1.  Subject,  Object,  or  Predicate  Changed, 

Compositions,  . 
Section  2.  Change  from  Active  to  Passive,  etc., 

Compositions,  . 
Section  3.  Change  of  Participial  Constructions, 

Compositions,  . 
Section  4.  Change  of  Person,  . 

Compositions,  . 
Section  5.  Miscellaneous  Changes,     . 

Compositions,  . 
Section  6.  Synonyms,   .... 

Compositions,  . 
Section  7.  Copiousness, .... 

Compositions,  .  .  . 


69 
70 
70 


73 
74 

74 
75 
76 
77 
77 
78 
78 
80 
80 
86 
87 
88 


CONTENTS,  Vll 

PART   IV. 

FIGURATIVE    EXPRESSION. 


CHAPTER  I. —Simile. 

PAGE 

Compositions,  ...•••••  •    *"■ 

CHAPTER  II.  —  Metaphor. 
Compositions,     ....••••••"■* 

CHAPTER  III.  —  Metonymy. 

Compositions,  .  .  •  *  >         *  •  .  •  •    9° 

CHAPTER  IV. —  Synecdoche. 

no 

Compositions,     ,.....••••         °° 

CHAPTER  V.  —  Interrogation. 

Compositions,  .  .  ......♦•  100 

CHAPTER  VI.  —  Personification. 

Compositions,      ..........        102 

Miscellaneous  Subjects  for  Composition,  .  •  102 


'>0!»&r 


APPENDIX. 

PUNCTUATION. 


SECTION  I.  —The  Comma. 

Rules  and  Exercises,  ....■••••  10° 

SECTION   II.— The  Semicolon. 

119 
Rules  and  Exercises,      .....•••" 

SECTION  III. —The  Colon. 

Rules  and  Exercisee,  ......••■  ^^^ 


Viii  CONTENTS. 

SECTION   IV.  — The  Period. 

PAGE 

Rules  and  Exercises,     .........       125 

SECTION  v.— The  Interrogation  Point. 

Rules  and  Exercises,  .........  127 

SECTION  VI.  — The  Exclamation  Point. 

Rules  and  Exercises,     .........       127 

SECTION  VII.  —The  Dash. 

Rules  and  Exercises,  .........  129 

SECTION  VIII. —The  Parenthesis. 

Rules, 132 

SECTION  IX. —Brackets. 

Rules  and  Exercises,  .........  133 

SECTION  X.  — Quotation  Marks. 

Rules  and  Exercises,     .........       134 

SECTION  XI.  — Apostrophe,  Hyphen,  etc. 

Rules  and  Explanations,    .........  136 

SECTION  XII. —Capitals. 

Rules  and  Explanations,         ........       138 

SECTION  XIII. 

Proof-Reading,       ..........  1*2 


Introduction. 


To  THE  Teacher.  —  In  order  to  compose  well,  one  needs  to 
have  a  knowledge  — 

1.  Of  things. 

2.  Of  words. 

3.  Of  the  mode  of  combining  words  into  sentences. 

4.  Of  the  mode  of  giving  a  variety  of  expressions  for  the  same 
thought. 

5.  Of  the  mode  of  embellishing  a  thought  by  means  of  figures. 

The  knowledge  of  things  is  not  to  be  gained  by  the  study  of 
composition,  but  by  general  study  and  reading,  and  by  the  expe- 
rience of  life. 

The  knowledge  of  words  is  obtained,  to  a  great  extent,  in  the 
same  way  as  the  knowledge  of  things.  Some  special  study  and 
practice  on  this  point,  however,  are  desirable. 

Knowledge  of  the  three  other  points  named  is  greatly  promoted 
by  special  study  and  practice. 

The  present  work,  therefore,  is  divided  into  four  parts,  as 
follows ; 

Part  I.  On  Words. 
Part  II.  Ox  Sentence-Making. 
■   Part  III.  On  Variety  of  Expression. 
Part  IV.  On  Figurative  Expression. 

The  exercises  in  Part  I.  should  be  studied  by  children  as  soon 
as  they  can  read  and  write  fluently.  They  should  go  through 
this,  and  also  through  Part  II.,  before  taking  up  the  subject  of 

9 


10 


INTRODUCTION. 


Grammar.     These  two  parts  form,  indeed,  an  excellent  prepara- 
tion for  tKat  study. 

Parts  III.  and  IV.  may  be  studied  to  best  advantage  in  con- 
nection with  the  formal  study  of  Grammar.  The  exercises  in  this 
part  of  the  book  may  be  continued,  indeed,  up  to  the  point  where 
the  scholar  is  ready  to  pass  from  the  study  of  Grammar  to  that 
of  Ehetoric. 

It  is  not  intended,  therefore,  that  the  book  should  be  taken  up 
and  made  a  main  study  for  a  few  months,  and  then  be  dropped. 
The  best  mode  of  using  it  is  to  assign  a  small  portion  of  it  daily 
as  an  exercise  in  connection  with  other  studies,  thus  carrying  it 
on  through  several  years,  from  the  time  when  a  scholar  begins 
to  read  and  write  to  the  time  when  he  has  finished  Grammar, 
Geography,  Arithmetic,  and  the  other  branches  which  usually 
go  with  them.  The  study  of  Composition,  in  other  words,  is  not 
to  be  counted  as  a  link  in  a  chain,  but  a  strand  in  a  cord ;  it 
should  go  on  continuously  through  the  whole  period  of  childhood 
and  youth.  Skill  in  the  art  of  expressing  knowledge  should  ever 
go  hand  in  hand  with  the  acquisition  of  knowledge. 


Part  L 


-ooJScJoo- 


O  N     Wo  RDS. 

To  THE  Teacher.  — The  object  of  the  exercises  in  Part  I.  is 
twofold. 

1.  So  much  of  the  common  grammatical  classification  of  words 
is  taught  as  to  enable  the  scholar,  without  reference  to  any  other 
book,  to  understand  and  apply  the  necessary  rules  for  forming  sen- 
tences. In  teaching  composition,  it  saves  a  great  deal  of  circum- 
locution, and  it  makes  the  instruction  more  precise  and  thorough, 
for  the  scholar  to  know  familiarly  what  is  meant  by  the  terms 
Noun,  Pronoun,  Adjective,  Verb,  and  Adverb.  There  are  some 
preliminary  exercises,  therefore,  for  teaching  this  part  of  the 
classification  and  uses  of  words. 

2.  Other  exercises  follow,  the  object  of  which  is  to  lead  the 
pupil  by  easy  and  gradual  steps  to  notice  both  how  words  are 
formed,  and  how  changes  of  form  affect  the  meaning.  This  study 
of  verbal  formation  creates  a  habit  of  observation  and  of  attention 
to  the  subject.  Under  the  influence  of  this  habit  the  scholar 
becomes  almost  unconsciously  more  accurate  and  intelligent  in 
the  use  of  words,  and  gradually  acquires  a  larger  stock  of  words 
for  the  expression  of  thought.  The  study  promotes  also  a  general 
habit  of  accuracy,  and  of  logical  analogy,  in  the  use  of  language, 
and  this  in  turn  has  a  marked  and  most  beneficial  influence  upon 
every  other  study. 


CHAPTER    I. 

Simple  Words. 

o-oJ<J><Oo 

SECTION  L  — Nouns. 

DiRECTioisr.  —  The  scholar  will  write  answers  to  the  following 
questions,  numbering  each  answer  to  correspond  to  the  nurnber 
of  the  question. 

1.  What  is  your  own  name? 

2.  Write  the  names  of  five  persons  that  you  are  ac- 
quainted with. 

3.  Write  the  names  of  five  persons  that  you  are  not 
acquainted  with,  but  have  heard  of. 

4.  Write  the  names  of  five  persons  that  you  have  read 
about  in  history,  or  in  story  books. 

5.  Write  the  names  of  five  persons  that  you  have  read 
about  in  the  Bible. 

Note. — These  words  which  you  have  been  writing  are  called 
Nouns.     The  name  of  any  person  is  called  a  Noun. 


1.  What  is  the  name  of  the  town  or  city  that  you  live 


in? 


2.  Write  the  names  of  five  other  places  that  you  have 

seen. 

12 


ON    WORDS.  13 

3.  Write  the  names  of  five  places  that  you  have  heard 
of,  but  have  not  seen. 

4.  Write  the  names  of  five  places  that  you  have  read 
about  in  Geography  or  History. 

5.  Write  the  names  of  five  places  that  you  have  ref^d 
about  in  the  Bible. 

Note.  —  These  words  which  you  have  now  been  writing  are 
also  called  Kott/hs.     The  name  of  any  place  is  called  a  Noun. 

1.  What  is  the  name  of  that  part  of  your  body  with 
which  you  hear? 

2.  Write  the  names  of  five  other  parts  of  your  body. 

3.  What  is  the  name  of  that  part  of  the  house  which 
is  made  to  let  in  light? 

4.  Write  the  names  of  five  other  things  that  you  can 
see  about  the  house. 

5.  Write  the  names  of  five  other  things  that  you  can- 
not see,  but  can  think  of. 

Note.  —  These  words  which  you  have  been  writing  are   also 
called  Xoims.     The#ame  of  any  thing  is  called  a  Noun. 

A  Noun  is  the  name  of  any  person,  place,  or  thing. 


Exa:hple.  —  In  going  from  Philadelphia  to  Bristol  I 

noun  noun  noun  noun 

saw  James  in  the  car  with  a  basket  of  peaches  in  his 

noun 

hands. 

Direction".  —  Copy  the  following  sentences,  and  mark  all  the 
Nouns,  as  in  the  example. 

1.  Jane  went  to  school  Avith  a  satchel  full  of  books. 

2.  Thomas  lives  in  Harrisburg  in  a  large  house. 

3.  ISIr.  Johnson,  the  farmer,  brings  apples  to  market  in 
a  wagon  drawn  by  two  horses. 


14  FIRST    LESSONS    IN    COMPOSITION. 

Note.  —  You  may  know  that  a  word  is  a  Noun  if  it  makes  sense 
when  you  put  a,  or  an,  or  the  before  it,  or  when  you  put  before  it 
such  words  as  good,  bad,  great,  small,  etc. 

Direction.  —  Write  the  following  sentences,  and  mark  each  of 
the  Nouns. 

1.  The  book  had  good  covers,  but  was  printed  on  bad 
paper. 

2.  The  boy  had  .a  knife  with  a  small  blade. 

3.  The  air  of  the  room  is  of  a  bad  'quality. 

4.  The  appearance  of  weeds  in  a  garden  is  a  bad  sign. 

5.  Temperance  and  industry  promote  health. 


Example.  —  The  orange  is  round. 

What  are  some  of  the  other  words  that  would  be  suit- 
able to  go  with  round  ?  Ans.  Apple,  ball,  sun,  moon, 
cherry,  eye,  globe,  marble,  pea. 

Note.  —  These  words  are  all  Nouns. 

Direction.  — Write  in  the  same  way  five  or  more  Nouns  which 
would  do  to  go  with  each  of  the  following  words: 

1.  Slanting.  8.  Dry.  15.  Black. 

2.  Straight.  9.  Moist.  16.  ^yhite. 

3.  Crooked.  10.  Cold.  17.  Green. 

4.  Square.  11.  Hot.  18.  Noisy. 

5.  Hard.  12.  Warm.  19.  Fast. 

6.  Soft.  13.  Tough.  20.  Slow. 

7.  Juicy.  14.  Brittle.  21.  Short. 


SECTION  II. —Adjectives. 

Example.  —  I  have  a  sweet  apple. 
What  word  here  goes  with  apple,  describing  it,  and 
telling  what  kind  of  an  apple  it  is  ?     Ans.  Sweet. 


ON    WORDS.  15 

What  are  some  of  the  other  words  which  can,  in  the 
same  manner,  be  put  before  apple,  describing  it,  or  tell- 
ing what  kind  of  an  apple  it  is  ?  Aiis.  Sour,  red,  green, 
yellow,  hard,  soft,  juicy,  mellow,  ripe,  round,  large,  small. 

Note. — These  words  which  can  thus  be  added  to  nouns,  describ- 
ing the  things  named,  are  called  Adjectives.  An  Adjective  is  an 
added  word. 

Direction.  —  Write  five  words  which  can  be  used  in  this  way, 
describing  each  of  the  following  objects. 

1.  Stone.  10.  Eose.  19.  Slate. 

.  2.  Ice.  11.  Dog.  20.  Stove. 

3.  Water.  12.  Cat.  21.  Boy. 

4.  Glass.  13.  Horse.  22.  Girl. 

5.  Ink.  14.  Cow.  23.  Gold. 

6.  Snow.  15.  Garden.  24.  Silver. 

7.  Fire,  16.  House.  25.  Iron. 

8.  Sun.  17.  Book.  26.  Wood. 

9.  Moon.  18.  Paper.  27.  Coal. 

Note  1.  — The  words  which  you  have  been  writing  are  Adjec- 
tives. They  qualify  or  describe  the  things  named.  An  Adjective 
is  a  word  added  to  a  Noun  to  qualify  or  describe  what  is  named. 

Note  2. — The  Adjective  does  not  always  stand  immediately 
before  the  noun  which  it  qualifies  or  describes.  Thus,  we  may 
say,  The  sweet  apple,  or.  The  apple  is  sweet.  In  either  case,  the 
word  "  sweet"  qualifies  or  describes  "apple." 


noun  adjective  adjective     noun 

Examples.  —  The  boy  is   studious.     A  wild   horse. 

noun  ndjective 

The  moon  will  be  full. 

Direction.  —  Write  the  following  sentences,  marking  the  Ad- 
jectives and  the  Nouns,  as  in  the  examples,  and  connecting  by  a 
curved  line  each  Adjective  with  the  Noun  which  it  qualifies  or 
describes. 


16     FIRST  LESSONS  IN  COMPOSITION. 

1.  The  sum  is  not  difficult. 

2.  The  train  went  to  New  York  at  a  rapid  rate. 

3.  The  flowers  in  spring  are  considered  beautiful. 

4.  You  have  made  the  fire  hot. 

5.  His  new  slate  is  broken  into  many  small  pieces. 

6.  A  merry  heart  maketh  a  glad  countenance. 

7.  The  old  window  is  so  dirty  that  you  cannot  see  the 
beautiful  new  houses  on  the  opposite  side  of  the  street. 


SECTION  III.  — Verbs. 

ExAiMPLE.  —  The  boy  inlays. 

What  are  some  of  the  other  things  which  we  can  say 
that  the  boy  does,  just  as  we  say,  he  plays  ?  Ans.  Writes, 
reads,  walks,  runs,  sits,  sleeps,  talks^  eats,  drinks,  laughs, 
swims,  skates,  fishes. 

Note.  —  The  words  in  the  foregoing  answer  are  called  Verbs. 
A  word  which  tells  thus  what  any  one  does  is  called  a  Verb. 

Direction.  —  Write  in  the  same  way  two  or  more  words  show- 
ing what  each  of  the  following  things  commonly  does. 

1.  Horse.  6.  Gardener. 

2.  Dog.  7.  River. 
8.  Bird.  8.  Sun. 

4.  Bee.  9.  Smoke. 

5.  Cat.  10.  Fire. 

Note.  — These  words  which  you  have  been  writing  are  Verbs. 
A  word  which  tells  you  what  some  one  does  is  called  a  Verb. 

To  THE  Teacher.  —  This  is  not  intended  as  a  strict  definition  of  the 
Verb,  but  it  is  sufiiciently  accurate  for  the  purposes  for  which  it  is  here 
used,  and  it  will  not  mislead  the  beginner. 


ON    WORDS.  17 

DiEECTioisr.  —  Copy  the  following  sentences,  and  mark  the 
Verbs  in  each, 

1.  The  stars  shine  in  the  sky. 

2.  The  boy  goes  to  school. 

3.  The  warm  sun  melts  the  snow. 

4.  The  grass  in  the  meadow  grows  finely. 

5.  The  girl  looks  like  her  mother. 

6.  The  teacher  commended  him  for  his  studiousness. 

7.  The  scholars  love  their  teacher. 

8.  Temperance  promotes  health. 

DiEECTiON.  —  Copy  the  following  sentences,  putting  into  each 
blank  some  Verb  which  will  make  sense. 

1 .  The  boy on  a  horse. 

2.  The  girl to  me. 

3.  The  clouds over  the  earth. 

4.  The  man his  dinner. 

5.  The  scholars to  school  early. 

6.  John a  loud  noise. 

7.  They him  in  the  field. 

8.  Cows in  the  meadow. 


SECTION  IV. —Adverbs. 

Example.  —  The  boy  walks  rapidly. 

What  are  some  of  the  other  ways  in  which  a  boy  can 
walk?  —  Ans.  Slowly,  lightly,  heavily,  easily,  noisily, 
carefully,  carelessly.  ^ 

Note. — These  words,  which   tell  how  one  does  a  thing,  are 
called  Adverbs.     They  are  called  Adverbs  because  they  are  usu- 
ally added  or  joined  to  Verbs. 
2* 


18 


FIRST    LESSONS    IN    COMPOSITION. 


DiKECTiON.  —  Write  five  words  ending  in  ly,  suitable  to  go 
with  each  of  the  following  verbs,  and  showing  different  ways  in 
which  each  of  the  actions  here  named  may  be  done. 


1.  Writes. 

2.  Reads. 

3.  Studies. 

4.  Eats. 

5.  Sleeps. 


6.  Talks. 

7.  Laughs. 

8.  Sings. 

9.  Plays. 
10.  Works. 


Note. 
Adverbs. 


one  does  a  thing. 


-  These  words  which  you  have  been  writing  are  called 
Most  Adverbs  end  in  ly,  and  are  used  to  tell  how  any 


CHAPTER  11. 


Derivative  ^A/oRDS. 


SECTION  I.  — Nouns. 

Example.  —  From  round  we  form  the  word  round- 
ness. 

DiEECTiON.  —  Write  the  words  ending  in  ness  whicli  are  formed 
from  the  following : 

1.  Glad.  6.  Rotten.  11.  Red. 

2.  Small.  7.  Sour.  12.  Green. 

3.  Good.  8.  Sweet.  13.  White. 

4.  Bad.  9.  Soft.  14.  Black. 

5.  Sound.  10.  Hard.  15.  Dull. 


Examples. — Swift,  swiftness;  happy,  happiness. 

Direction,  —  "Write  in  the  same  way  ten  similar  pairs  of  words, 
that  you  can  think  of,  or  can  find  in  the  dictionary. 

Note.  —  Sometimes,  when  a  word  is  formed  by  adding  ness  to 
another  word,  the  spelling  is  changed  a  little  ;  as,  happ;/,  happi- 
ness (not  happyness).  In  forming  these  words  in  ness,  you  must 
be  careful  to  get  the  spelling  right. 


20  FIRST    LESSONS    IN    COMPOSITION. 

Direction.  —  Copy  the  following  expressions,  filling  up  the 
blank  in  each  with  some  proper  word  ending  in  ness. 

1.  The of  paper. 

2.  The of  the  night. 

3.  The of  the  air. 

4.  The of  the  board. 

5.  The of  the  girh 

6.  The of  the  globe. 

7.  The of  the  journey. 

8.  The of  the  man. 

9.  The of  the  room. 

10.  The of  the  lion. 


Example.  —  Sourness;  a  state  of  being  sour,  acidity. 

Note.  —  The  letters  ness  added  to  a  word  mean  "a  state  of 
being."  •- 

Direction.  —  Write  in  the  same  way  two  meanings  of  each 
of  the  following  words,  giving  for  the  first  meaning  that  which  is 
formed  by  using  the  words  "  a  state  of  being,"  and  for  the  second 
meaning  that  which  seems  plainest  to  you  of  those  found  in  the 
dictionary. 


1. 

Blackness. 

6. 

Quickness. 

2. 

Smoothness. 

7. 

Heaviness. 

3. 

Smallness. 

8. 

Truthfulness, 

4. 

Roughness. 

9. 

Sauciness. 

5. 

Toughness. 

10. 

Mirthfulness, 

Examples.  —  From  build  we  form  the  word  builder. 
From  create  we  form  the  word  creator. 

Direction.  —  Write  the  words  ending  in  er,  or  or,  which  are 
formed  from  the  following: 


ON    WORDS.  21 

1.  Bake.  6.  Pretend. 

2.  Visit.  7.  Betray. 

3.  Write.  8.  Defend. 

4.  Act.  9.  Pursue. 

5.  Uphold.  10.  Besiege. 

Note.  —  Sometimes,  in  forming  words  of  this  kind,  tlie  spell- 
ing is  changed  a  little.  You  must  be  careful  to  look  in  the  dic- 
tionary to  see  how  the  word  is  spelled,  and  also  whether  it  adds 
or  or  er. 


Examples.  —  Believe,  believer ;  run,  runner ;  accept, 
acceptor. 

Direction.  —  Write  ten  similar  pairs  of  words,  that  you  can 
think  of,  or  can  find  in  the  dictionary. 


Example.  —  Actor;  one  who  acts,  a  doer. 

Note.  —  The  letters  er  or  or  added  to  a  verb,  generally  mean 
"  one  who." 

Direction.  —  Write  in  the  same  way  two  meanings  of  each 
of  the  following  words,  giving  for  the  first  meaning  that  which  is 
formed  by  using  the  words  "  one  who,"  and  giving  for  the  second 
meaning  that  which  seems  plainest  to  you  of  those  found  in  the 
dictionary. 

1.  Writer.  6.  Creator. 

2.  Driver.  7.  Eobber. 

3.  Disturber.  8.  ISIurderer. 

4.  Hater.  "      9.  Transgressor. 

5.  Fighter.  10.  Worker. 


Examples.  —  From  true  we  form  the  word  truth; 
from  strong,  strength. 

Note.  —  In  forming  words  by  adding  th,  the  spelling  of  the 
original  word  is  often  changed,  as  strong,  strength  (not  strongth). 


22  FIRST    LESSONS    IN    COMPOSITION. 

Direction.  —  Write  the  words  ending  in  th  formed  from  the 
following.     (Be  careful  about  the  spelling.) 

1.  Long.  4.  Young. 

2.  Wide.  5.  Hale. 

3.  Slow.  6.  Broad. 


Examples. — Strength;  a  state  of  being  strong,  power. 
Truth;  a  state  of  being  true,  veracity. 

Note.  —  The  letters  th  added  to  a  word  mean  "a  state  of 
being." 

Direction'.  —  Write  in  the  same  way  two  meanings  of  each  of 
the  following  words,  giving  for  the  first  meaning  that  which  is 
formed  by  using  the  words  "  a  state  of  being,"  and  giving  for  the 
second  .meaning  that  which  seems  plainest  of  those  found  in  the 
dictionary. 

1.  Dearth.  4.  Width. 

2.  Depth.  5.  Warmth. 

3.  Health.  6.  Drouth. 


Examples.  —  From  rare  we  form  rarity  ;  from  -pure, 
purity  ;  from  able,  ability. 

Note.  —  In  forming  words  by  adding  ity,  the  spelling  of  the 
original  word  is  often  changed,  as  able,  ability  (not  ableity). 

Direction.  —  Write  the  words  ending  in  ity  formed  from  the 
following.     (Be  careful  of  the  spelling.) 

1.  Noble.  6.  Probable.  11.  Flexible. 

2.  Puerile.  7.  Equal.  12.  Secure. 

3.  Divine.  8.  Intrepid.  13.  Vain. 

4.  Mature.  9.  Valid.  14.  Infirm. 

5.  Durable.  10.  Visible.  15.  Sterile. 


ON     WORDS. 


23 


Example. 

ness. 


3Iaturiti/;  a  state  of  being  mature,  ripe- 


NoTE.  —  The  letters  iiy  added  to  a  word  mean  "  a  state  of  being. " 

Direction.  —  Write  in  the  same  way  two  meanings  of  each 
of  the  following  words,  giving  for  the  first  meaning  that  which  is 
formed  by  using  the  words  "  a  state  of  being,"  and  giving  for  the 
second  meaning  that  which  seems  plainest  of  those  found  in  the 
dictionary. 


1. 

Stability. 

6. 

Regularity. 

2. 

Austerity. 

7. 

Angularity 

3. 

Gravity. 

8. 

Insanity. 

4. 

INIorality. 

9. 

Rapidity. 

5. 

Acidity. 

10. 

-•Cx 

Vanity. 

Examples.  —  From  inspect  we  form  inspection  ;  from 
impress,  impression;  from  act,  action. 


Direction.  —  "Write  the  words  ending  in  ion  formed  from  the 
following : 

1.  Agitate. 

2.  Violate. 

3.  Vindicate. 

4.  Institute. 


6.  Infect. 

7.  Indicate. 

8.  Subtract. 

9.  Operate. 


5.  Intersect. 


10.  Ventilate. 


Example. — Comjiletion;  the  act  of  completing,  fin- 


ishing. 

Note. 
of." 


■The letters  ion  added  to  a  word  usually  mean  "  the  act 


Direction.  —  Write  in  the  same  way  two  meanings  of  each  of 
the  following  words,  giving  for  the  first  meaning  that  which  is 
formed  by  using  tlie  words  "  the  act  of,"  and  giving  for  the  second 
meaning  that  which  seems  plainest  of  those  found  in  the  dic- 
tionary. 


24           FIRST    LESSONS  IN    COMPOSITION. 

1.  Alienation.  6.  Numeration. 

2.  Adoption.  7.  Vegetation. 

3.  Vibration.  8.  Veneration. 

4.  Indication.  9.  Supplication. 

5.  Devotion.  10.  Agitation. 


SECTION  II. —Adjectives. 

Examples. — From  play  we  form  the  word  playful ; 
from  beauty,  beautiful ;  from  awe,  awful. 

Direction.  —  Write  the  words  ending  in  ful,  formed  from  the 
following.     (Be  careful  about  the  spelling.) 


1.  Hurt. 

6.  Cheer 

2.  Health. 

7.  Fear. 

3.  Plenty. 

8.  Woe. 

4.  Duty. 

9.  Law. 

5.  Hope. 

10.  Mere] 

Example.  —  Playful ;  full  of  play,  sportive. 

Note.  — The  letters  ful  added  to  a  word  mean  "  full  of" 

Direction.  —  Write  in  the  same  way  two  meanings  of  each 
of  the  following  words,  giving  for  the  first  meaning  the  one 
formed  by  using  the  words  "  full  of,"  and  giving  for  the  second 
meaning  that  which  seems  plainest  of  those  found  in  the  dic- 
tionary. 

1.  Truthful.  6.  Peaceful. 

2.  Scornful.  7.  Plateful. 

3.  Harmful.  8.  Revengeful. 

4.  Sorrowful.  9.  Wrathful. 

5.  Tuneful.  10.  Useful. 


ONWORDS.  25 

Examples.  —  Bounty,  bountiful ;  art,  artful. 

Direction. — "Write  ten  similar  pairs  of  words,  which  you  can 
think  of,  or  can  find  in  the  dictionary,  and  not  using  any  of  those 
already  given. 

Example.  —  From  sleep  we  form  the  word  sleepless. 

Direction.  —  Write  the  words  ending  in  less  formed  from  the 
following.  (Be  careful  about  the  spelling  when  the  original  word 
ends  in  y.) 

1.  Aim.  6.  Mother. 

2.  Fear.  7.  Point. 

3.  Leaf.  8.  Pity. 

4.  Speech.  9.  Sin. 

5.  Friend.  10.  Mercy. 


Example. — SlgJdkss;  without  sight,  blind. 

Note.  —  The  letters  less  added  to  a  noun  mean  "  without." 

Direction.  —  Write  in  the  same  way  two  meanings  of  each  of 
the  following  words : 

1.  Fruitless.  6.  Breathless. 

2.  Faultless.  7.  Graceless. 

3.  Careless.  8.  Godless. 

4.  Fatherless.  9.  Groundless. 

5.  Bottomless.  10.  Noiseless. 


Example.  —  Doubt,  doubtless. 

Direction.  —  Write  ten  similar  pairs  of  words  which  you  can 
think  of,  or  can  find  in  the  dictionary,  and  not  using  any  of  those 
already  given. 
3 


26  FIEST    LESSONS    IN    COMPOSITION. 

Example.  —  From  beast  we  form  the  word  beastly. 

DiEECTiON.  —  Write  the  words  ending  in  ly  formed  from  the 
following : 

1.  Brother.  6.  Woman. 

2.  Sister.  7.  Earth. 

3.  King.  8,  Heaven. 

4.  Queen.  9.  Month. 

5.  Man.  10.  Body. 


Example,  —  Lordly  ;  like  a  lord,  noble. 

Note.  —  The  letters  ly  added  to  a  noun  mean  "  like." 

Direction.  —  Write  in  the  same  way  two  meanings  of  each  of 
the  following  words : 

1.  Motherly.  7.  Knightly. 

2.  Fatherly.  8.  Scholarly. 

3.  Princely.  9.  Maidenly. 

4.  Priestly.  10.  Matronly. 

5.  Courtly.  11.  Masterly. 

6.  Fleshly.  12.  Saintly. 


ExA]\iPLES.  —  From  rain  we  form  the  word  7\iiny ; 
from  sauce,  saucy  ;  from  fog,  foggy. 

Direction.  —  Write  the  words  ending  in  y  formed  from  the 
following.     (Be  careful  about  the  spelling.) 

1.  Brine.  6.  Mud. 

2.  Fish.  7.  Grass. 

3.  Flesh.  8.  Water. 

4.  Pebble.  9.  Ink. 

5.  Bone.  10.  Arrow. 


ON    WORDS.  27 

Example. — Bloody;  full  of  blood,  having  a  cruel 
disposition. 

Note.  — The  letter  y  added  to  a  noun  means  "full  of." 

Direction.  —  Write  in  the  same  way  the  meanings  of  each  of 
the  following  words: 

1.  Fatty.  6.  Balmy. 

2.  Rusty.  7.  Billowy. 

3.  Lucky.  8.  Frothy. 

4.  Chalky.  9.  Flinty. 

5.  Pitchy.  10.  Roomy. 


Examples.  —  Film,  filmy ;   rope,  ropy. 

Direction.  —  Write  ten  similar  pairs  of  words,  that  you  can 
think  of,  or  can  find  in  the  dictionary,  and  not  using  any  of  those 
already  given. 

Examples.  —  From  pay  we  form  the  word  payable  ; 
from  pity  J  pitiable. 

Direction.  —  Write  the  words  ending  in  ble  formed  from  the 
following.     (Be  careful  about  the  spelling.) 

1.  Account.  6.  Convert. 

2.  Admire.  7.  Tax. 

3.  Attain.  8.  Adore. 

4.  Service.  9.  Conform. 

5.  Credit.  10.  Change. 


Example.  —  Variable;  that  can  be  varied,  changeable. 
Note.  —  The  letters  ble  added  to  a  word  mean  "  that  can  be." 

Direction.  —  Write  in  the  same  way  two  meanings  of  each  of 
the  following  words : 


28  FIRST    LESSONS    IN  COMPOSITION. 

1.  Excusable.  6.  Blamable. 

2.  Lamentable.  7.  Commendable. 

3.  Valuable.  8.  Conceivable. 

4.  Movable.  9.  Allowable. 

5.  Debatable.  10.   Consolable. 


Examples.  —  Advise,  advisable ;   assail,  assailable. 

DiEECTiON.  —  Write  ten  similar  pairs  of  words,  not  using  any 
of  those  already  given. 

Examples.  —  From  ape  we  form  apish;  h-omwag, 
waggish  ;  from  fool,  foolish. 

DiRECTiOK.  —  Write  the  words  ending  in  ish,  formed  from  the 
following.     (Be  careful  of  the  spelling.) 

1.  Boy.  6.  Wag. 

2.  Girl.  7.  Self. 

3.  Pet.  8.  Jew. 

4.  Fever.  9.  Turk. 

5.  Wasp.  10.  Rogue. 


Example.  —  Childish  ;  like  a  child,  puerile. 
i;fOTE.  —  The  letters  ish  added  to  a  noun  mean  "  like,' 


DiEECTiON.  —  Write  in  the  same  way  two  meanings  of  each  of 
the  following  words : 

1.  Foppish.  6.  Wolfish. 

2.  Clownish.  7.  Babyish. 

3.  Brutish.  8.  Apish. 

4.  Mannish.  9.   Swinish. 

5.  Womanish.  -        10.  ISIulish. 


ON    "WORDS. 

Example.  —  Churl,  churlish. 


29 


Direction.  —  Write  ten  similar  pairs  of  words,  not  using  any 
of  those  already  given. 


Example.  —  From  hero  we  form  heroio. 

Direction.  —  Write  the  words  ending  in  ic,  formed  from  the 
followino;: 


1.  Alcohol. 

2.  Aristocrat. 

3.  Lyre. 

4.  Volcano. 

5.  Methodist. 


6.  Calvinist. 

7.  Druid. 

8.  Cherub. 

9.  Abraham. 
10.  Poet. 


Example.  —  Despotic;  belonging  to  a  despot,  tyran- 
nical. 

Note.  —  The  letters  ic  added  to  a  word   mean   "  belonging 
to." 

Direction.  —  Write  in  the  same  way  two  meanings  of  each 
of  the  following  words : 

1.  Oceanic.  6.  Symbolic. 

2.  Cubic.  7.  Meteoric. 

3.  Idiotic.  8.  Arabic. 


4.  Angelic. 

5.  Apostolic. 


9.  Patriotic. 
10.  Pedantic. 


Examples.  —  Period,  periodic;  Pharisee,  Pharasaic. 

Direction.  —  Write  ten  similar  pairs  of  words.     (Be  careful 
about  the  spelling.) 
3* 


30  FIRST    LESSONS    IN    COMPOSITION. 

SECTION  III.— Verbs. 

Example.  —  From  sweet  we  form  the  Avord  sweeten. 

Direction,  —  Write  in  the  same  way  the  words  ending  in  en, 
formed  from  the  following: 

1.  Damp,  6.  Soft. 

2.  Moist.  7.  Less. 

3.  Black.  8.  AVide. 

4.  White.  9.  Mad. 

5.  Hard.  10.  Weak. 


Example.  —  Darken  ;  to  make  dark,  to  obscure. 

Note.  — The  letters  en  added  to  an  adjective  mean  "  to  make." 

DiRECTioisr.  —  Write  in  the  sam.e  way  two  meanings  of  each 
of  the  following  words  : 

1.  Deaden.  6.  Cheapen. 

2.  Deafen.  *     7*  Brighten. 

3.  Deepen.  8.  Frighten. 

4.  Gladden.  9.  Quicken. 

5.  Tighten.  10.  Slacken. 


Example.  —  From  simple  we  form  the  word  simplify. 

Direction.  —  Write  in  the  same  way  ten  words  ending  in  fy, 
farmed  from  the  following : 

1.  Mode.  •  6.  Glory. 

2.  Ample.  7.  Class. 

3.  Rare.  8.  Just. 

4.  Solid.  ^  9.  Person. 

5.  False.  '  10.  Type. 


ON    WORDS.  31 

Examples.  — Purify;  to  make  pure,  to  free  from  pol- 
lution.    Magnifu ;  to  make  great,  to  enlarge. 

Note.  —  The  letters/?/  added  to  a  word  mean  "  to  make." 

Direction.  —  Write  in  the  same  way  two  meanings  of  each 
of  the  followino;  words : 


1.  Rarefy.  6.  Terrify. 

2.  jMortity.  7.  Liquefy, 

3.  Horrify.  8.  Dignify. 

4.  Gratify.  9.  Diversify. 

5.  Stupefy.  10.  Beautify. 

Note. —  In  many  words  ending  in///,  the  first  part  is  not  by  itself 
a  complete  word;  as,  magni/y.  There  is  no  such  word  as  viagni; 
but  we  find  these  letters  forming,  in  like  manner,  the  first  part 
of  a  kindred  vrord,  va.a.gu\-tude.  As  magnitude  means  great-ness, 
we  say,  magnify  means  to  make  great.  We  find  the  meaning  of 
the  part  which  is  not  a  complete  word  by  seeing  what  those  let- 
ters mean  in  some  other  kindred  word. 


SECTION  IV. —  Adverbs. 

Example.  —  From  swift  we  form  tho  word  sioiftly. 

DiRECTiox.  — Write  in  the  same  way  the  words  ending  in  hi, 
formed  from  the  following.     (Be  careful  about  the  spelling.) 

1.  Smooth.  6.  Noiseless. 

2.  True.  7.  Open. 

3.  Frequent.  8.  Fierce. 

4.  False.  •  9.  Active. 

5.  Grateful.  10.  Secret. 


o 


2  FIEST    LESSONS    IN    COMPOSITION. 

Example.  —  Boldly  ;  in  a  bold  manner,  bravely. 
Note.  —  The  letters  ly  added  to  an  adjective  usually  mean  "in 


Direction.  —  Write  in  tlie  same  way  two  meanings  of  each 
of  the  following: 

1.  Fiercely.  6.  Awfully. 

2.  Stoutly.  7.  Wickedly. 

3.  Quickly.  8.  Joyfully. 

4.  Hastily.  9.  Accurately. 

5.  Uprightly.  10.  Pleasantly. 


Example.  —  Careful,  carefully. 

Direction.  —  Write  ten  similar  pairs  of  words,  not  using  any 
of  those  already  given. 


To  Teachkrs.  —  The  lessons  given  in  Part  I.  should  not  be  considered 
as  exhausting  the  subject,  but  onlj'  as  indicating  a  method  by  which  chil- 
dren may,  at  a  very  early  age,  be  trained  to  the  habit  of  attention  to  the 
formation  and  the  meaning  of  words,  and  to  their  grammatical  classification. 
The  exercises  may  bo  extended  and  multiplied  indefinitely,  at  the  disci-etion 
of  the  teacher.  Some  knowledge  of  the  elements  of  Etymology  and  Gram- 
mar is  a  great  help  in  acquiring  an  accurate  acquaintance  with  words,  and 
therefore  a  few  studies  of  this  kind  are  inserted  here.  It  should  be  remem- 
bered, however,  that  this  book  is  neither  an  Etymology  nor  a  Grammar  ; 
and  only  so  much  of  those  branches  is  introduced  as  is  necessary  for  the 
other  more  general  purposes  of  the  book.  At  the  same  time,  the  book  in  all 
its  parts  will,  it  is  believed,  facilitate  greatly  the  more  formal  and  regular 
study  of  Grammar  and  Etymology. 


Part  IL 

Sentence  -M  a  k  i  n  g. 


CHAPTER  1. 


Simple    Sentences. 


SECTION  I.  —The  Simplest  Form  of  the  Sentence. 

EXPLANATORY  REMARK. 

To  THE  Teacher.  —  Every  Simple  Sentence  maybe  reduced  to  one  of 
the  following  forms : 

1.  The  horse  is  swift. 

2.  The  horse  runs. 

3.  The  horse  draws  the  wagon. 

Before  proceeding  to  analyze  these  forms,  the  scholar  should  have  some 
practice  in  writing  simple  sentences  after  the  models  here  given,  so  as  to  be 
familiar  with  sentence-making  in  its  most  elementary  shape.  This  is  the 
first  step  in  practical  composition. 

In  the  first  scries  of  exercises  under  this  head,  all  the  words  needed 
are  given,  the  scholar  being  required  merely  to  put  the  words  together 
properly,  and  to  exercise  his  judgment  in  the  selection. 


Example.  —  The  horse  is  swift. 

DiRECTiox.  —  Write  sentences  like  the  one  above,  using  each 

S3 


34 


FIRST    LESSONS    IN    COMPOSITION. 


of  the  words  in  the  first  or  left-hand  column  with  an  appropriate 
word  in  the  other  column. 

Boy,  house,  clog,    ^      j^  fierce,    sharp,      studious, 

stone,  knife,    apple,  '  j  roomy,  heavy,      brittle, 

ink,  snail,    grass,   f     i  sweet,    crooked,  white, 

glass,  street,  paper,  j      (^  black,    slow,        green. 


Example.  —  The  horse  runs. 

Direction.  —  Write  sentences  like  the  one  above,  using  each 
of  the  words  in  the  first  column  with  an  appropriate  word  in  the 
other  column. 


Lion,    stream,  moon,  "]      ffly, 

cock,      bird,     dog, 

snake,  ice,        girl, 

cat,        fire,       sheep,  J      i,melt, 


!     j  roar, 
!     1  flow. 


bark, 

shine, 

mew, 

read. 


crow 


creep, 
bleat, 
burn. 


Example.  —  The  horse  draws  the  wag-on. 


DiEECTioisr.  —  Write  sentences  like  the  one  above,  using  each 
of  the  words  in  the  first  column  with  an  appropriate  Avord  in  each 
of  the  other  two  columns. 


Ox, 

boy, 

''melt, 

sting, 

^corn,     child, 

tailor. 

sun, 

grind, 

write, 

cart,      clothes, 

wasp. 

mill. 

draw, 

scorch. 

>    < 

snow,    eggs. 

hen. 

scythe, 

>    < 

make. 

kick, 

letter,    grass. 

fire. 

horse, 

catch. 

lay, 

linen,    soil. 

cat. 

fiirmer. 

cut. 

till. 

driver,  mice. 

Note.  —  In  the  next  series  of  examples,  only  one  of  the  words 
needed  is  given,  and  the  scholar  is  required  to  supply  from  his 
own  invention  what  is  necessary  to  make  up  a  sentence  like  the 
example. 

Example.  —  The  horse  is  swift. 

Direction.  —  Write  sentences  like  the  one  above,  using  with 


SENTENCE-MAKING. 


35 


each  of  the  following  words  some  other  appropriate  word  that 
you  can  think  of. 


1.  Tiger. 

2.  Sheep. 

3.  Peach. 

4.  Window. 


5.  jNIeadow. 

6.  Star. 

7.  Winter. 

8.  Cloud. 


9.  Garden. 

10.  Plum. 

11.  Rose. 

12.  Iron. 


Example.  —  The  horse  runs. 


Direction.  —  Write  sentences  like  the  one  ahove,  using  before 
each  of  the  following  words  some  other  approj^riate  word  that 
you  can  think  of 


1.  Shine. 

2.  Play. 

3.  Sit. 

4.  Quarrel. 


5.  Shout. 

6.  Squeal, 

7.  Jump. 

8.  Laugh. 


9.  Sleep. 

10.  Growl. 

11.  Rise. 

12.  Cackle. 


Exa;mple.  —  The  horse  draws  the  wagon. 

Direction.  —Write  sentences  like  the  one  above,  using  some 
appropriate  word  before  and  after  each  of  the  following  words  : 


1.  Scrape. 

2.  Build. 

3.  Drive. 

4.  Break. 


5.  Steal. 

6.  Throw. 

7.  Sell. 

8.  Twist. 


9.  Pinch. 

10.  Bend. 

11.  Shoot. 

12.  Strike. 


SECTION  II.  —The  Parts  of  a  Sentence. 


EXPLANATIONS. 

[To  THE  Teacher. —  It  is  not  intended  that  these  and  similar  remarks 
throughout  the  book  should  be  committed  to  memory  and  recited.  The 
scholar,  however,  should  read  them  attentively,  and  be  guided  by  them  in 


36  FIRST    LESSONS    IN    COMPOSITION. 

writing  the  exercises,  and  the  teacher  should  go  over  them  in  a  familiar 
conversation  with  his  class,  while  correcting  the  exercises.] 

Every  Sentence  must  contain  a  Subject  and  a  Predicate.  These 
are  the  only  necessary  parts  of  a  sentence. 

The  Subject  is  that  of  which  we  speak. 

Examples. — "The  horse  runs."  "  The  horse  is  swift."  Here,  in  both 
cases,  the  horse  is  the  Subject.  We  ask.  What  runs  ?  What  is  swift  ?  Ans. 
The  horse.     That  is  what  we  are  speaking  of. 

The  Predicate  is  that  which  we  say  of  a  subject. 

The  predicates,  in  the  two  examples  given  above,  are  runs  and  is  swift. 
The  horse  does  what?  Ans.  Rmis.  The  horse  is  what?  Ans.  Is  swift. 
Those  are  the  things  which  we  say  of  the  horse. 

Note.  —  Strictly  speaking,  in  such  a  sentence  as  "  The  horse  is  swift," 
we  should  call  the  word  is  the  copula,  and  swift  the  predicate;  swift  being 
the  thing  asserted,  and  is  the  asserting  word.  Every  sentence,  indeed,  may 
be  reduced  to  this  form.  Thus,  "  The  horse  runs  "  may  be  changed  to  The 
horse  is  (cop.)  running  (pred.).  But  for  all  ordinary  purposes  it  is  suffi- 
ciently accurate  to  consider  the  predicate  as  including  the  copula  or  assert- 
ing word. 

Besides  the  Subject  and  the  Predicate,  a  sentence  may  contain 
an  Object  also.  Many  predicates  require  an  object  to  complete 
the  sense. 

The  Object  is  one  of  the  main  parts  of  a  sentence,  though  not 
a  necessary  part  of  all  sentences. 

Example.  —  "  The  horse  draws  the  wagon."  Here,  after  draios,  we  nat- 
urally ask.  Draws  what  ?  Ans.  The  loagon.  The  sense  is  not  complete  until 
we  name  something  which  the  horse  draws,  and  that  something  is  the  Object. 

Note.  —  A  more  precise  definition  of  Object  would  require  a  larger  intro- 
duction of  grammatical  terms  than  is  necessary  for  the  purposes  of  this 

book. 

»o«  » 

subject  predicate  subject 

Examples.  —  1.  The  horse  is  swift.     2.  Tiie  horse 

predicate  object 

draws  the  wagon. 

Direction.  —  Copy  the  following  sentences,  and  mark  in  each 
the  Subject,  the  Predicate,  and  the  Object,  in  the  manner  shown 
in  the  examples. 


SENTENCE-MAKING.  37 

1.  Birds  flv\  2.  Fishes  swim.  3.  The  ffirl  dresses  the 
doll.  4.  The  boy  writes  the  letter.  5.  The  gardener 
was  digging  the  flower-bed.  6.  The  cat  caught  a  mouse. 
7.  He  saw  a  snake.  8.  We  found  a  rabbit.  9.  You 
will  learn  the  lesson.  10.  The  bench  was  broken.  11. 
John  tells  the  truth.    12.  Mary  loves  Susan. 


Direction.  —  Copy  the  following  sentences,  filling  up  the- 
blanks  with  the  word  or  words  necessary  to  complete  the  sense, 
and  marking  the  word  or  Avords  thus  inserted  as  Subject,  Predi- 
cate, or  Object. 

1.  is  tired.     2.  Father  has  given  me .     3. 

John the  lesson.     4.  The  .sun .     5.  is  to 

be  censured.     6.  Jane study.     7.  is  fond  of 

swimming.     8.  Boys    like  .      9.  Girls  dolls. 

10.  Laziness  is .     11.  The  scholars  presented 

to  the  teacher.     12.  Men  need for  writing.    13.  Mr. 

Wilson  sold .     14.  Fishes  scales.     15.  


loves  her  mother.     16.  We  all  want .     17.  William 

the  money.     18.  Peaches  are . 


Examples.  —  1.  The  carpenter  builds  houses.  2.  The 
farmer  is  industrious. 

Direction.  —  Make  sentences  like  one  or  the  other  of  the 
exampl&s,  and  telling  what  each  of  those  named  below  usually 
does,  or  is ;  and  mark  in  each  case  the  Predicate,  and  also  the 
Object,  if  there  is  one. 


1. 

The  bee. 

6. 

The  squirrel. 

11. 

Soldiers. 

2. 

The  teacher. 

7. 

The  ox. 

12. 

Sailors. 

3. 

The  river. 

8. 

The  hammer. 

13. 

The  wren. 

4. 

The  gardener. 

9. 

The  tongue. 

14. 

The  snow. 

5. 

The  boatman. 
4 

10. 

The  hand. 

15. 

The  clouds, 

38  FIRST     LESSONS    IN    COMPOSITION. 


PRONOUNS. 

Example.  —  Mr.  Johnson  brings  apples  to  market. 
Mr.  Johnson  sells  apples  for  a  dollar  a  basket. 

Note  1.  — This  expression  may  be  changed  thus  :  "Mr.  John- 
son brings  apples  to  market.  He  sells  them  for  a  dollar  a  basket." 
In  the  second  sentence,  he  is  used  instead  of  Mr.  Johnson,  and 
them  is  used  instead  of  apples.  An  unpleasant  repetition  of  the 
words  is  thus  prevented.  He  and  them  are  called  Pronouns.  Pro 
means  for,  instead  of.  A  Pronoun  is  a  word  used  instead  of  a 
noun,  to  prevent  its  being  repeated. 

Note  2.  —  The  principal  pronouns  are  the  following : 

1.  /,  me;  we,  us. 

2.  Thou,  thee ;  you. 

3.  He,  him;  she,  her;  it;  they,  them. 

I,  we,  thou,  he,  she,  and  they  are  never  used  except  as  a  subject. 
Me,  us,  thee,  him,  her,  and  them  are  never  used  except  as  an  object. 
You  and  it  may  be  either  subject  or  object. 

Direction.  —  Copy  the  following  sentences,  and  mark  in  each 
the  Pronouns : 

1.  Ellen  saw  Thomas.     She  called  him. 

2.  Men  should  fear  God.     They  should  worship  him. 

3.  The  horse  has  broken  the  wagon.    He  has  ruined  it. 

4.  The  books  are  torn.     They  are  spoiled. 

5.  Father  and  I  went  to  town.     The  dog  followed  us. 


Example.  —  John  struck  the  table.     John  broke  the 
table. 

Change  thus  :  John  struck  the  table.     He  broke  it. 

Direction.  —  Change  the  following  expressions,  using  in  the 
proper  places  pronouns  instead  of  nouns. 


SENTENCE- MAKING.  39 

1.  The  men  saw  the  bridge.     The  men  crossed  the 

bridge. 

2.  A  plague  visited  the  people.     A  plague  destroyed 

the  people. 

3.  We  saw  the  cows.     We  drove  the  cows  away. 

4.  The  boy  found  the  apples.     The  boy  has  eaten  the 

apples. 

5.  The  girl  entered  the  garden.     The  girl  has  left  the 

garden. 


Examples.  —  The  mother  loved  her.  He  deserted 
them. 

Direction.  —  Make  up  a  sentence  for  each  of  the  following 
verbs,  using  in  each  case  a  pronoun  for  the  subject,  or  the  object, 
or  both. 

1.  Write.    2.  Burn.    3.  Lift.    4.  Terrify.    5.  Enlarge. 


SECTION  III.  —  Adjuncts. 

OUTLINE  OF  THE  SUBJECT. 

[To  THE  Teacher.  —  The  outline  here  given  is  not  to  be  studied  and 
recited  by  the  scholar  at  present.  It  is  placed  here  merely  to  map  out  to  the 
eye  of  the  teacher  the  work  to  be  done.  After  a  class  have  gone  through  all 
the  exercises  in  this  Section,  it  may  be  well  for  them  then  to  read  the  out- 
line over  and  be  questioned  upon  it.] 

In  a  simple  sentence,  every  word  which  is  not  either  the  Subject, 
the  Predicate,  or  the  Object,  is  an  Adjunct  to  one  of  them. 

Examples.  —  1.  The  farmer  ploughs  the  field  (no  adjunct). 

2.  The  industrious  farmer  ploughs  the  field  (adjunct  to  the  subject). 

3.  The  farmer  carefully  ploughs  the  field  (adjunct  to  the  predicate). 

4.  The  farmer  ploughs  the  ichoh  field  (adjunct  to  the  object). 

5.  The  industrious  farmer  carefully  ploughs  the  whole  field  (adjunct  to 
each). 


40  FIEST    LESSONS    IN    COMPOSITION. 

I.  Adjuncts  to  the  Subject  and  the  Object  may  be  formed, 

1.  By  a  noun  in  apposition ;  as,  Jacob  the  gardener. 

2.  By  a  noun  in  the  possessive ;  as,  The  boy's  gun. 

3.  By  an  adjective,  or  an  adjective-word;  as,  Boyish  sports,  their 

s^jorts. 

4.  By  a  preposition-phrase ;  as.  Sports  among  boys. 

II.  Adjuncts  to  the  Predicate  may  be  formed, 

1.  By  an  adverb;  as.  The  boy  studied  diligently. 

2.  By  a  preposition-phrase ;  as,  The  boy  studied  ivith  diligence. 


-c>o>e<CK>- 


I. 

Adjuncts  to  the  Subject  and  the  Object. 
Form  1.— An  Adjunct  formed  by  a  Noujst  in  Apposition. 

subject  adjunct 

Examples.  —  1.   Jacob  the   gardener  ploughed  the 

object        adjunct 

field.     2.  They  crossed  the  river  Delaware. 

Note.—  In  the  first  of  these  examples,  there  is  an  adjunct  to 
the  subject;  Gardener  is  in  apposition  to  Jacob,  and  is  an  adjunct 
to  it.  In  the  second  example,  there  is  an  adjunct  to  the  object; 
Delaware  is  in  apposition  to  river,  and  is  an  adjunct  to  it. 

Direction.  —  Copy  the  following  sentences,  and  in  each  sen- 
tence mark,  as  in  the  examples,  the  adjunct,  and  the  subject  or 
object  to  which  it  belongs. 

1.  Benjamin  West  the  painter  was  a  Pennsylvanian. 

2.  They  slew  the  tyrant  Nero. 

3.  The  river  Nile  is  muddy. 

4.  Alexander  the  coppersmith  did  harm. 

5.  They  separated  the  friends,  Damon  and  Pythias. 

Direction.  —  Copy  the  following  sentences,  filling  up  the 
blank  in  each  with  some  appropriate  noun  as  an  adjunct,  and 


SENTENCE-MAKING.  41 

marking  the  adjunct  and  the  subject  or  object,  as  in  the  previous 
examples. 

1.  Your  cousin has  gone  home. 

2.  They  crossed  the  river . 

3.  The  dog is  courageous. 

4.  The  poet wrote  Paradise  Lost. 

5.  He  finds  his  brother . 

Direction.  —  Make  up  five  sentences,  in  each  of  which  the 
subject  shall  have  a  noun  in  apposition  as  an  adjunct;  also,  five, 
in  which  the  object  shall  have  a  noun  in  apposition  as  an  adjunct ; 
and,  in  all  the  sentences,  mark,  as  in  the  previous  instances,  the 
adjunct,  and  the  subject  or  object  to  which  it  belongs. 

Form  2.— An  Adjunct  fojimed  by  a  Noun  in  the  Possessive. 

adjunct  subject 

Examples.  —  1.  The  boy's  gun  was  loaded.     2.  The 

adjunct        object 

man  bought  the  farmer's  apples. 

Note  1.  —In  the  first  of  these  examples,  there  is  an  adjunct  to 
the  subject;  boifs  is  in  the  possessive,  and  is  an  adjunct  to  gun. 
In  the  second  example,  there  is  an  adjunct  to  the  object;  farmer's 
is  in  the  possessive,  and  is  an  adjunct  to  apples. 

Note  2.  —Barfs  is  said  to  be  in  the  possessive,  because  it  tells 
who  is  the  possessor  of  the  gun.  Farmer's  is  said  to  be  in  the 
possessive,  because  it  tells  who  is  the  possessor  of  the  apples. 
The  possessive  form  of  a  noun  usually  has  an  apostrophe  and  the 
letter  s  {'a)  at  the  end  of  it. 

Direction.  —  Copy  the  following  sentences,  and  in  each  sen- 
tence mark,  as  in  the  examples,  the  adjunct,  and  the  subject  or 
object  to  which  it  belongs. 

1.  The  lion's  roar  is  terrible. 

2.  The  tailor  made  the  man's  coat. 

3.  The  soldier's  life  is  unpleasant. 

4.  The  men  heard  the  mother's  voice. 

5.  The  gardener's  flowers  were  admired. 
4* 


42  FIRST    LESSONS    IN    COMPOSITION. 

Direction.  —  Copy  the  following  sentences,  filling  up  the 
blank  in  each  with  some  appropriate  possessive  as  an  adjunct,  and 
raarking,  as  in  the  previous  examples,  the  adjunct,  and  the  sub- 
ject or  object  to  which  it  belongs. 

1.  The lesson  is  not  learned. 

2.  She  has  dressed doll. 

3.  The rules  are  strict. 

4.  Scholars  should  observe  the rules. 

5.  proverbs  teach  wisdom. 

Direction.  —  Make  up  five  sentences,  in  each  of  which  the 
subject  shall  have  a  noun  in  the  possessive  as  an  adjunct;  also, 
five,  in  which  the  object  shall  have  a  noun  in  the  possessive  as  an 
adjunct;  and,  in  all  the  sentences,  mark,  as  before,  the  adjunct, 
and  the  subject  or  object  to  which  it  belongs. 


Example.  —  The  spider's  web.  The  web  of  the 
spider. 

Note.  —  A  possessive  adjunct  is  sometimes  formed  by  using  a 
noun  with  of  before  it,  instead  of  's  after  it. 

Direction.  —  Copy  the  following  sentences,  and  mark  in  each 
the  adjunct,  and  the  subject  or  object. 

1.  The  song  of  the  bird  is  melodious. 

2.  The  man's  pigeons  are  tame. 

3.  The  scholar's  diligence  is  praiseworthy. 

4.  The  color  of  the  rose  is  beautiful. 

5.  The  smell  of  hay  is  fragrant. 

Direction.  —  Copy  the  following  sentences,  filling  up  the 
blank  in  each  with  some  appropriate  possessive,  and  marking  in 
each  the  adjunct,  and  the  subject  or  object  to  which  it  belongs. 

1.  The  rest is  sweet. 

2.  The time  is  precious. 

3.  The  boys  found nest. 


SENTENCE-MAKING.  43 

4.  The  sound is  terrific. 

5.  The  men  heard  the  roaring . 

Direction.  —  Make  up  six  sentences,  witli  a  possessive  adjunct 
to  the  subject,  and  six  with  a  possessive  adjunct  to  the  object,  and 
let  one  half  of  the  possessives  in  each  list  be  formed  by  using  o/, 
and  the  other  half  by  using  's ;  and  mark  in  each  case  the  adjunct, 
and  the  subject  or  object  to  which  it  belongs. 


Form  3.  —  Case  1.  Ax  Adjunct  formed  by  an  Adjective. 

adjunct  subject 

Examples. — 1.  Ripe   fruit   is   wholesome.     2.  The 

adjunct      object 

teacher  praises  the  diligent  pupil.     3.  The  school  has  one 

adjunct  object  adjunct 

hundred  and  twenty-five  scholars.     ,4.  More  than   two 

subject 

hundred  men  were  wounded. 

Note.  —  Observe  that  in  expressing  numbers  the  adjective 
adjunct  often  consists  of  several  words. 

Direction.  —  Copy  the  following  sentences,  marking  in  each 
the  adjunct,  and  the  subject  or  object  to  which  it  belongs. 

1.  A  merry  heart  maketh  a  glad  countenance. 

2.  The  smallest  boy  chose  the  biggest  apple. 

3.  The  merry  girl  has  a  ripe  peach. 

4.  The  merry  young  girl  had  two  dozen  ripe  peaches. 

5.  ]More  than  fijur  hundred  and  fifty  large  cows  crossed 
the  new  bridge. 

Note.  —  In  such  examples  as  Nos.  4  and  5,  a  subject  or  an 
object  sometimes  has  two  or  more  distinct  adjuncts.  The  pupil 
should  be  instructed,  in  such  cases,  to  mark  each  different  adjunct 

adjunct  adjunct  subject 

separately ;  as,  Two  hundred  frozen  apples. 

Direction.  —  Copy  the  following   sentences,  filling  up   the 


44  FIRST    LESSONS    IN    COMPOSITION. 

blank  in  each  with  some  appropriate  adjective,  and  marking  the 
adjunct,  and  the  subject  or  object  to  which  it  belongs. 

1.  The army  contains soldiers. 

2.  A son  makes  a father. 

3.  flowers  are  prized. 

4.  stockings  are  warm. 

5.  The  boy  loves milk. 

Direction.  —  Make  up  five  sentences,  each  having  an  adjec- 
tive adjunct  to  the  subject;  five  sentences,  each  having  an  adjec- 
tive adjunct  to  the  object ;  and  five  sentences,  each  having  an 
adjective  adjunct  both  to  the  subject  and  the  object.  In  all  the 
sentences,  mark  the  adjunct,  and  the  subject  or  object  to  which  it 
belongs. 

KX— 

Case  2.  An  Adjunct  formed  by  an  Adjective-word, 

adjunct  subject  adjunct  subject 

Examples. —  1.  My  book  is  lost.     2.  Her  eyes  are 

adjunct     subject 

blue.     3.  Those  houses  are  large. 

Note.  —  3Iy,  her,  and  tJiose,  in  these  examples,  are  called  adjec- 
tive-words. The  adjective-words  are  my,  thy,  his,  her,  its,  our,  your, 
their,  this,  that,  these,  those,  each,  every,  either,  neither,  etc.  For  the 
l^urposes  of  composition,  these  words  may  be  used  as  adjectives  ; 
but,  as  they  differ  from  other  adjectives  in  some  respects,  they  are 
here  called  adjective-words.  In  grammar,  they  are  called  adjec- 
tive-pronouns. 

Direction.  —  Copy  the  following  sentences,  marking  in  each 
the  adjunct,  and  the  subject  or  object  to  which  it  belongs. 

1.  James  has  learned  his  lesson. 

2.  My  father  bought  his  farm. 

3.  Your  teacher  has  given  a  long  lesson. 

4.  Every  man  makes  his  own  fortune. 

5.  Each  army  contains  fifty  thousand  valiant  men. 


SENTENCE- MAKING. 


45 


Direction.  —  Copy  the  following  sentences,  filling  up  the 
blank  in  each  with  some  appropriate  adjective  or  adjective- word, 
and  marking  the  adjunct,  and  the  subject  or  object  to  which  it 
belongs. 

1.  The  children  have  lost mother. 

2.  The children  have  lost mother. 

3.  A  selfish  man  seeks interests. 

4.  I  have  forgotten  the lesson. 

5.  deeds  make  men . 

Direction.  —  Make  np  ten  sentences,  each  having  an  adjective 
and  an  adjective-word  as  adjuncts  either  to  the  subject  or  to  the 
object;  and  in  each  mark  the  adjuncts,  and  the  subject  or  object 
to  which  they  belong. 


Form  4.  — An  Adjunct  formed  by  a  Preposition-Phrase. 

subject  arljunct 

Example.  —  The  road  across  the  common  is  the 
nearest. 

Note  1.  — In  this  sentence,  Across  the  common  is  a  preposition- 
phrase,  and  is  an  adjunct  to  road.  It  tells  what  road  is  meant. 
It  is  added  to  road  and  describes  it,  very  much  as  an  adjective 
would.  Such  phrases  are  called  Preposition-phrases,  because 
they  consist  of  a  preposition  and  one  or  more  words  following  it. 

Note  2.  —  The  principal  Prepositions  are  the  following: 
Above,  about,  according  to,  across,  after,  against,  along,  amid  or 
amidst,  among  or  amongst,  around,  at,  before,  behind,  beloio,  beneath, 
beside  or  besides,  between  or  betwixt,  beyond,  by,  down,  for,  from,  in, 
into,  of,  on,  over,  past,  round,  since,  through,  till,  toward  or  towards, 
binder,  unto,  up,  upon,  with,  within,  without. 

Direction.  —  Copy  the  following  sentences,  and  mark  in  each 
the  preposition-phrase,  and  the  subject  or  object  to  which  it  be- 
longs. 

1.  The  tunnel  under  the  canal  is  disagreeable. 


46  FIRST    LESSONS    IN    COMPOSITION. 

2.  The  State-prison  at  Sing-Sing  is  well  known. 

3.  They  admired  the  rivulet  at  the  foot  of  the  hill. 

4.  They  burnt  the  bridge  over  the  river. 

5.  A  walk  by  moonlight  is  pleasant. 

Direction.  —  Copy  tlie  following  sentences,  filling  up  the 
blank  in  eacli  with  some  appropriate  preposition-phrase,  and 
marking  the  adjunct,  and  the  subject  or  object  to  which  it  belongs. 

1.  The  arbor is  cool. 

2.  The  ducks are  swimming. 

3.  The  path is  pleasant. 

4.  They  avoided  the  ford . 

5.  The  scholar  remembered  the  rule -. 


DiEECTiOK.  —  Make  up  ten  sentences,  each  having  a  preposi- 
tion-phrase as  an  adjunct,  and  in  each  case  mark  the  adjunct, 
and  the  subject  or  object  to  which  it  belongs. 


o-o>€^t« 

II. 

Adjuncts  to  the  Pp.edicate. 

FoEM  1.  —  An  Adjunct  formed  by  an  Adverb, 

predicate  adjunct 

Example.  —  The   horse   runs   rapidly. 

Note.  —  In  this   example,  rapidly  is   an   adverb,   and   is  an 
adjunct  to  runs  ;  it  tells  how  the  horse  runs. 

Direction.  —  Copy  the  following  sentences,  and  mark  in  each 
the  predicate,  and  the  adverb  which  is  an  adjunct  to  it. 

1.  The  pupils  studied  their  lesson  diligently. 

2.  The  man  under  the  hill  lives  happily. 

3.  The  robber  suddenly  left  the  house. 

4.  The  men  quickly  extinguished  the  fire. 

5.  The  birds  in  the  grove  sing  sweetly. 


SENTENCE-MAKING.  47 

Examples. —  1.  The  horse  runs  t-cr^  rapidly.     The 
horse  runs  wore  rapidly.     The  horse  runs  most  rapidly. 

Note.  —  Adverbs  may  themselves  have  an  adjunct,  such  as 
very,  more,  most.  In  these  cases  the  two  adverbs  may  be  taken 
together  as  forming  one  adjunct. 

Direction.  — Copy  the  following  sentences,  and  mark  in  each 
the  predicate  and  its  adjuncts. 

1.  The  wind  blew  most  violently. 

2.  The  police  very  easily  dispersed  the  mob. 

3.  The  man  most  clearly  was  outwitted. 


Note.  —  The  majority  of  adverbs  end  in  ly,  and  express  man- 
ner, or  tell  how  a  thing  is  done,  as  has  been  already  explained. 
But  there  are  a  good  many  adverbs  which  do  not  end  in  ly,  and 
which  express  various  other  ideas  besides  that  of  manner. 

Examples.  —  1.  The  man  is  now  living  (adverb  of 
time). 

2.  The  thing  occurred  here  (adverb  of  place). 

3.  He  fell  backward  (adverb  of  direction). 

4.  The  horse  was  much  alarmed  (adverb  of  quantify). 

Note.  —  The  following  are  some  of  the  most  common  kinds  of 
adverbs : 

1.  Adverbs  of  Manner  or  Quality  :  77ms,  so,  well,  ill,  swiftly, 
smoothly,  truly,  and  some  thousands  ending  in  ly. 

2.  Adverbs  of  Place  :  Here,  there,  where ;  hither,  thither, 
whither;  hence,  thence,  whence,  etc. 

3.  Adverbs  of  Time  :  Noiv,  then,  when,  ever,  never,  forever,  soon, 
often,  seldom,  hereafter,  etc. 

4.  Adverbs  of  Quantity  :  Much,  little,  enough,  etc. 

5.  Adverbs  of  Direction  : .  Downward,  upivard,  forward,  back- 
ward, hitherward,  thitherward,  etc. 


48  FIRST    LESSONS    IN    COMPOSITION. 

6.  Adverbs  of  Interrogation  :  How,  why,  when,  where,  etc. 

7.  Adverbs  of  Uncertainty  :   Perchance,  perhaps,  peradven- 
ture,  etc. 

Direction.  —  Copy  the  following  sentences,  and  mark  in  eacli 
the  predicate  and  the  adverb  which  is  an  adjunct  to  it. 

1.  The  horse  seldom  goes  backward. 

2.  Weeds  grow  luxuriantly  everywhere. 

3.  He  never  studies  his  lesson. 

4.  The  party  afterwards  dispersed. 

5.  The  men  had  no  business  here. 


Form  2.  —  An  Adjunct  formed  by  a  Preposition-Phrase. 

predicate  adjunct 

Examples. —  1.  The  man  ran  in  a  rapid  manner. 

predicate  adjunct 

2.  The    man   ran   down    the    hill. 

Note.  —  In  the  first  example,  in  a  rapid  manner  is  an  adjunct 
to  ran.  It  tells  how  the  man  ran.  In  the  second  example,  down 
the  hill  is  an  adjunct.  It  tells  in  what  direction  he  ran.  These 
phrases  have  the  same  effect  as  an  adverb. 

Direction.  —  Copy  the  following  sentences,  and  mark  in  each 
the  predicate,  and  the  adverb  or  the  preposition-phrase  which  is 
an  adjunct  to  the  predicate. 

1 .  The  water  flows  silently  under  the  bridge. 

2.  The  apples  have  grown  to  a  great  size. 

3.  The  Indians  live  by  hunting. 

4.  The  man  died  from  mere  exhaustion. 

5.  The  train  will  be  here  presently. 

6.  The  train  will  be  in  this  place  in  a  short  time. 

7.  The  child  behaved  shockingly. 

8.  The  child  behaved  in  a  shocking  manner. 


SENTENCE-MAKING.  49 

DiEECTiox.  —  Make  up  five  sentences,  eacli  having  an  adverb 
as  an  adjunct  to  the  predicate;  five  sentences,  each  having  a 
preposition-phrase  as  an  adjunct  to  the  predicate ;  and  five  sen- 
tences, each  having  both  an  adverb  and  a  preposition-phrase  as 
adjuncts  to  the  predicate.  In  each  sentence,  mark  the  predicate 
and  its  adjunct  or  adjuncts. 

Example.  —  There,  an  adverb.     In  that  place,  a  pre- 
position-plii-ase  meaning  the  same  thing  as  the  adverb. 

Direction.  —  Write  ten  adverbs,  and  after  each  a  preposition- 
phrase  having  the  same  meaning  as  the  adverb. 

o-O^^OC 


EEVIEW  EXERCISES. 

To  THE  Teacher.  —  The  exercises  under  this  head  are  intended  to  put 
into  practice  all  that  has  been  learned  in  regard  to  each  kind  of  adjuncts. 

Example.  —  The  old  man  on  the  hill,  Jacob  Thomp- 
son, in  the  course  of  time,  acquired  prodigious  strength 
of  muscle  by  chopping  wood. 

Analysis  of  the  Foregoing  Example. 

1.  The  Sentence  icithout  Adjuncts.  — The  man  acquired 
strength. 

2.  The  Subject  —  Man. 

3.  The  Predicate  —  Acquired. 

4.  The  Object  — Strength. 

5.  Adjuncts  f  Old  (an  adjective). 

to  the     \  On  the  hill  (a  preposition-phrase). 
Subject.    I  Jacob  Thompson  (a  noun  in  apposition). 

6.  Adjuncts  CIn    the    course   of   time   (a    preposition- 

to  the    {  phrase). 

Predicate,  h  By  chopping  wood  (a  preposition-phrase). 


50  FIRST    LESSONS    IN    COMPOSITION. 

7       J  Prodigious  (an  adjective). 
Qi.    .     j  Of  muscle  (a  preposition-phrase). 

DiKECTioif.  —  Copy  the  following  sentences,  and  after  eacli 
write  an  analysis  of  it  in  the  manner  of  the  foregoing  example. 

1.  Our  new  horse  Charley  yesterday  ran  furiously 
across  the  bridge. 

2.  The  bell  in  the  church  tower  gives  forth  a  musical 
sound  on  Sunday  morning. 

3.  Webster's  large  dictionary  is  in  truth  a  prodigious 
monument  of  learning. 

4.  In  summer  snow  sometimes  can  be  seen  on  the 
mountains. 

5.  The  frightened  horse  dragged  the  new  carriage 
furiously  down  the  street. 

Direction.  —  Make  up  five  sentences,  each  containing  not  less 
than  three  adjuncts,  and  after  each  sentence  write  an  analysis 
of  it. 


Example.  —  A  farmer  has  produced  peaches. 

Tlie   same    enlarged   by  Adjuncts.  — An   enterprising 
farmer  in  Delaware,  Thomas  Ridgway,  by  skilful  graft- - 
ing,  has  lately  produced  most  delicious  peaches  of  a  new 
variety. 

Direction.— Copy  the  following  sentences,  enlarging  each 
with  not  less  than  five  adjuncts. 

1.  The  sun  rises. 

2.  The  vine  grows. 

3.  The  boy  caught  a  rabbit. 

4.  The  carpenter  built  a  house. 

5.  The  locomotive  draws  the  train. 


SENTENCE-MAKING. 


51 


Example.  —  Emma  played. 

The  same  enlarged.  —  On  Friday  afternoon  of  last 
week  little  Emma  played  gayly  with  her  new  doll  in  the 
back  parlor  with  the  rest  of  her  companions. 

Direction.  —  Copy  the  following  sentences,  enlarging  each 
with  as  great  a  variety  of  adjuncts  as  you  can  think  of. 

1.  The  kitten  mewed. 

2.  The  boys  climbed  the  tree. 

3.  The  river  was  frozen. 

4.  Mary  sings. 

5.  William  studied  the  lesson. 


Example.  —  Subject  —  Boy. 

Sentence.  —  A  little  curly-headed  boy  was  holding  a 
large  apple  in  his  hand. 

Direction.  —  Make  up  a  sentence  about  each  of  the  following 
subjects,  using  at  least  one  adjunct  with  each  subject,  object,  and 
predicate. 


1. 

Girl. 

8. 

Mother. 

15. 

Snake. 

2. 

River. 

9. 

Brother. 

16. 

Bird. 

3. 

Island. 

10. 

Sister. 

17. 

Tree. 

4. 

Boat. 

11. 

Horse. 

18. 

Garden 

5. 

Aunt. 

12. 

Dog. 

19. 

Cloud. 

6. 

Uncle. 

13. 

Lion. 

20. 

Rain. 

7. 

Father. 

14. 

Wolf. 

21. 

Snow. 

Example.  —  Detached  Sentences.  —  The  tree  was 
struck.  It  was  an  oak  tree.  The  tree  was  old.  It  was 
a  fine  tree.  The  tree  grew  in  the  park.  The  lightning 
struck  the  tree.     It  was  night  when  the  tree  was  struck. 


52  FIRST    LESSONS    IN    COMPOSITION. 

The  night  was  Thursday.     It  was  twelve  o'clock  when 
the  tree  was  struck. 

The  same  combined  into  One  Sentence.  —  The  fine  old 
oak  tree  in  the  park  was  struck  by  lightning  at  twelve 
o'clock  on  Thursday  night. 

Direction.  —  Change  each  of  the  following  series  of  detached 
sentences  into  one  sentence. 

1.  The  boy  fell.  The  boy  was  little.  It  was  a  ditch 
he  fell  into.  The  ditch  was  dry.  It  was  this  morning 
that  he  fell  in. 

2.  The  river  overflowed.  The  river  was  the  Potomac. 
The  banks  were  overflowed.  It  was  in  November.  It 
was  on  the  fifteenth  of  that  month.  On  both  sides  it 
was  overflowed. 

3.  The  boy  came.  The  boy  was  pretty.  He  was 
little.  He  was  blue-eyed.  He  had  rosy  cheeks.  It 
was  his  mother  he  came  to.  The  boy  had  a  rabbit.  It 
was  a  young  one.  It  was  white.  It  was  lop-eared.  He 
carried  it  in  his  pocket. 

4.  I^eonidas  died.  Leonidas  was  a  king.  He  was 
king  of  Sparta.  Three  hundred  of  his  countrymen  died 
with  him.  They  died  like  heroes.  It  was  at  Ther- 
mopylae they  died.  They  died  to  defend  their  country. 
They  were  defending  their  country  against  the  Persians. 

5.  Milton  was  born.  He  was  a  poet.  He  was  a  great 
poet.  He  was  an  English  poet.  Bread  Street  was  the 
place  of  his  birth.  Bread  Street  is  in  Cheapside.  Cheap- 
side  is  in  London.     He  was  born  in  the  year  1608. 

6.  Thomas  Jeiferson  was  the  author  of  a  state-paper. 
That  state  paper  is  known  in  history.  It  is  known  as 
the  Declaration  of  Independence.  He  was  President  of 
the  United  States.  He  was  the  third  President.  He 
died  at  Monticello.  Monticello  is  in  Yirginia.  He  died 
July  4,  1826. 


SENTENCE-MAKING.  53 

7.  The  boy  wrote.  He  was  a  good  boy.  He  wrote  a 
letter.  He  wrote  to  his  father.  He  wrote  from  school. 
He  wrote  on  his  birthday.  It  was  a  long  letter.  He 
wrote  it  early  in  the  morning.  He  wrote  it  before 
breakfast. 

8.  The  interval  was  looked  upon.  It  was  looked 
upon  as  a  stage  of  transition.  It  was  the  interval  be- 
tween twenty  and  thirty.  It  was  a  stage  of  transition 
from  boyhood  to  manhood.  It  was  among  the  Spartans 
it  was  so  looked  upon. 


Example.  —  1.  Robert  went  out  early  in  the  morn- 
ing with  light  step  into  the  garden. 

2.  With  light  step  Robert  went  out  early  in  the  morn- 
ing into  the  garden. 

3.  Robert  went  out  with  a  light  step  into  the  garden 
early  in  the  morning. 

4.  Robert  with  light  step  went  out  into  the  garden 
early  in  the  morning. 

5.  Robert  went  out  into  the  garden  early  in  the  morn- 
ing with  light  step. 

Note.  —  The  object  of  the  foregoing  is  to  show  how  the  places 
of  the  adjunct  may  be  varied  without  changing  the  sense. 

Direction.  —  Change  the  place  of  the  adjuncts  in  each  of  the 
following  sentences,  so  as  to  make  the  sentence  read  in  not  less 
than  four  dififerent  ways,  all  meaning  the  same  thing. 

1.  At  the  dawn  of  day  she  ascended  the  hill  with  a 
merry  heart  in  company  with  her  brother. 

2.  In  a  pensive  state  of  mind  the  youth  strolled  along 
the  banks  of  the  river  in  the  evening,  at  a  very  gentle 
pace. 

5* 


54  FIRST    LESSONS    IN    COMPOSITION. 

3.  For  nearly  a  week  we  were  becalmed  in  the  open 
Pacific,  in  a  ship  almost  entirely  destitute  of  provisions. 

4.  The  field  this  year  yielded  a  much  better  crop, 
through  the  exertions  of  the  proprietor. 

5.  He  reads  every  morning  after  breakfast  regularly 
ten  pages  of  Cicero. 

6.  The  boy  threw  himself  into  a  violent  heat  yesterday 
by  jumping  in  the  garden. 

7.  At   noon  on   account  of  the  heat  of  the  sun  the 

« 

cattle  seek  the  shade. 

8.  Pope,  in  his  last  illness,  amused  himself,  amidst 
the  care  of  his  higher  concerns,  in  preparing  a  corrected 
and  complete  edition  of  his  writings. 


COMPOSITIONS. 

DiRECTio^r.  —  Make  up  ten  sentences  or  more  about  Butteb, 
telling  wliat  you  know  about  it,  or  wbat  you  tbink  about  it, 
wbetber  you  like  it  or  dislike  it,  bow  it  looks,  bow  it  is  made, 
and  so  on. 

To  THE  Teacher.  —  In  the  exercises  under  this  head,  scholars,  even  the 
youngest,  will  occasionally  form  sentences  which  are  more  advanced  than 
those  given  in  the  models,  introducing  relative  pronouns,  conjunctions,  and 
subordinate  clauses,  in  regard  to  which  no  rules  as  yet  have  been  given. 
Such  sentences  should  not,  indeed,  be  required  of  them  for  the  present ;  but 
if  given  by  them,  and  if  found  formed  correctly,  they  should  not  be  dis- 
countenanced, but  rather  commended.  The  scholar  learns  to  use  words 
and  form  sentences,  not  by  exercises  and  rules  merely,  or  mainly,  but  by 
conversation,  reciting,  and  reading.  In  making  up  sentences  for  the 
expression  of  his  own  thoughts  or  opinions,  he  should  be  encouraged  to 
exercise  his  ingenuity,  and  to  tell  what  he  knows  and  thinks,  in  such  ways 
as  are  familiar  to  him,  so  far  as  they  are  grammatical. 

Direction.  —  Make  up  ten  sentences  or  more  about  eacb  of 
tbe  following  subjects,  telliug  wbat  you  know,  tbink,  or  feel 
about  it. 

1.  Honey.  3.  Bread. 

2.  Tea.  4.  Cake. 


SENTENCE-MAKING.  55 

6.  Vinegar.  8.  Milk. 

6.  Apples.  9.  Cheese. 

7.  Peaches.  10.  Potatoes. 

Direction. — Make  up  ten  sentences  or  more  about  each  of 
tlie  following  subjects : 

1.  Ink.  6.  Dogs. 

2.  Chalk.  7.  Horses. 

3.  Paper.  8.  Cows. 

4.  Coal.  9.  Eats. 

5.  Wood.  10.  Cats. 

Direction.  —  Make  up  ten  sentences  or  more  about  each  of 
the  following  subjects : 

1.  Dolls.  6.  Playing  Croquet. 

2.  Tops.  7.  Blind  Man's  Buff. 

3.  Hoops.  8.  Hide  and  Seek. 

4.  INIarbles.  9.  Pussy  in  the  Corner. 

5.  Kites.  10.  Who  has  got  the  Button  ? 


CHAPTER   11. 


Complex  Sentences. 


SECTION  I.  — Connective  Sentences. 

Example.  —  Birds  fly  and  fishes  swim. 

Note  1.  —  In  this  sentence,  there  are  two  component  parts, 
each  forming  by  itself  a  complete  sentence,  and  not  dependent 
in  any  way  one  upon  the  other.  They  merely  stand  alongside 
of  each  other,  and  are  held  together  as  one  by  the  connecting 
word  and.     Such  sentences  are  called  Connective. 

Note  2.  —  The  principal  words  used  for  connecting  sentences 
in  this  way  are  and,  too,  also,  likeioise,  besides,  moreover,  further- 
more, not  only  —  but  also,  not  only  —  but  likewise,  etc. 


Examples.  —  1.  [Not  only]  Coesar  was  a  great  war- 
rior ;  [but  also]  he  was  a  great  writer. 

2.  The  cat  catches  mice ;  [and]  she  eats  them  [too]. 

DiEECTl02sr.  —  Copy   the   following   sentences,    and   in    each 
enclose  in  brackets  the  connective  word  or  words. 

1.  The  horse  serves  for  riding;   it  is  also  used  for 

draught. 

66 


SENTENCE-MAKING.  57 

2.  Some  books   are  not   only  amusing,  but  they  are 
also  instructive. 

3.  The  blacksmith  not  only  makes  new  utensils,  but 
he  also  repairs  old  ones. 

4.  The  ass  has  a  rough  coat ;  he  has  likewise  a  thick 
skin, 

5.  Day  is  the  time  for  labor,  and  night  is  the  time  for 
rest. 

DiEECTiox.  —  Complete  tlie  following  sentences  by  making 
an  additional  part  for  each,  so  as  to  change  it  into  a  Connective 
sentence.     Enclose  the  connective  words  in  brackets. 

1.  The  boy  is  not  only  amiable;  

2.  The  winter  has  been  severe,  and 

3.  The  birds  fly  about  the  garden ;  also 

4.  Thomas  buys  many  books ;  and too. 

5.  The  bee  is  not  only  an  industrious  animal,  but 
likewise 

DiRECTiOiS^.  —  Make  up  a  Complex  Sentence,  composed  of  two 
co-ordinate  parts,  with  suitable  connective  words,  about  each  of 
the  following  subjects.  Enclose  in  brackets  the  connective  words 
in  each. 

'1.  The  street-car.         4.  The  sound  of  a  chime  of  bells. 

2.  The  school-house.    5.  The  noise  of  a  locomotive. 

3.  The  church  spire.    6.  The  arrival  of  the  train. 


Example.  —  Caesar  was  not  only  a  great  warrior ; 
but  also  [he  was]  a  great  -writer. 

Contracted  form.  —  Csesar  was  not  only  a  great  war- 
rior, but  also  a  great  writer. 

Note.  —  In  forming  a  connective  sentence,  the  sentence  may 
sometimes  be  shortened  by  leaving  out  certain  words.  Thus,  in 
the  example,  the  words  he  was  may  be  left  out,  because  the  idea 


58  FIRST    LESSONS    IN    COMPOSITION. 

has  already  been  sufficiently  expressed  by  the  words  CcBsar  was, 
in  the  first  part  of  the  sentence. 

DiRECTioisr.  —  Write  the  following  sentences  in  a  contracted 
form,  leaving  out  those  words  which  are  not  needed  for  express- 
ing the  meaning. 

1.  The  dog  barks,  and  the  dog  bites. 

2.  The  boy  laughed,  and  the  girl  laughed. 

3.  You  should  love  your  brothers,  and  you  should 
love  your  sisters. 

4.  Pharisee  was  the  name  of  a  sect.  Scribe  was  the 
name  of  an  office. 

5.  Pennsylvania   abounds  in  coal,  and  Pennsylvania 
abounds  in  iron. 

Direction, — Make  up  five  sentences,  each  with  two  subjects 
and  only  one  predicate,  and  let  the  following  be  the  subjects  : 

1.  A  dog  and  a  squirrel. 

2.  A  cat  and  a  mouse. 

3.  A  man  and  a  horse. 

4.  New  York  and  Philadelphia. 

5.  George  Washington  and  Benjamin  Franklin. 

Direction.  —  Make  up  five  sentences,  each  with  one  subject 
and  two  predicates.     Let  the  following  be  the  subjects : 

1.  A  steamboat. 

2.  The  Pole  star. 

3.  The  letter  S. 

4.  The  figure  8. 

5.  The  City  of  London. 

Direction.  —  Make  up  five  sentences,  each  with  only  one 
subject  and  one  predicate,  but  with  two  objects.  Let  the  follow- 
ing be  the  objects : 

1.  Ham  and  dried  beef. 


SENTENCE-MAKING.  59 

2.  Wood  and  coal. 

3.  Books  and  papers. 

4.  Girls  and  boys. 

5.  Men  and  women. 


Not  only — but  also. 

Example.  —  Mary  was  idle  this  morning. 

With  the  Connectives : 

Form  1.  Not  only  3Iary  was   idle   this   morning, 
[but  Ellen  also]. 

FoEM  2.  Mary  not  only  was  idle  this  morning,  [but 

mischievous  also]. 
Form  3.  Mary  was  idle  not  only  this  mormw^r/,  [but 

this  afternoon  also]. 

Note.  —  In  using  the  connectives  not  only  —  but  also,  tlie 
words  not  only  must  be  put  immediately  before  tiie  word  which 
calls  for  a  corresponding  word  in  the  other  branch  of  the  sen- 
tence.    Thus : 

1.  Not  only  Mary,  but  Ellen.  2.  Not  only  idle,  but  mischiev- 
ous.    3.  Not  only  this  morning,  but  also  this  afternoon. 

DiEECTiON.  —  Write  each  of  the  following  sentences  with  not 
only  placed:  1,  before  the  subject ;  2,  before  the  predicate ;  3,  be- 
fore the  object;  and  then  fill  out  each  with  an  appropriate 
addition. 

1.  The  train  approached  the  city. 

2.  The  farmer  planted  corn. 

3.  This  class  has  studied  grammar. 

4.  The  man  crossed  the  ferry. 

5.  The  boy  caught  a  trout. 


60  FIRST    LESSONS    LN    COMPOSITION. 

COMPOSITIONS. 

Direction.  —  Make  up  not  less  than  twenty  sentences  about 
Corn,  telling  what  you  know  or  think  about  it.  Let  the  sen- 
tences be  partly  simple  ones,  and  partly  complex.  The  following 
Outline  of  topics  will  help  you : 

1.  How  corn  is  planted, 

2.  What  is  done  to  the  corn  while  it  is  growing. 

3.  A  description  of  the  stalk. 

4.  A  description  of  the  silk,  and  of  the  tassel. 

5.  A  description  of  the  husk,  and  of  the  ear. 

6.  Different  ways  of  using  corn  for  food. 


Example.  —  Subject  — A  Sheep. 

OUTLINE. 

1.  The  size   as   compared   with   two   or  three   other 
domestic  animals. 

2.  Traits  of  character  or   natural  disposition  of  the 
sheep. 

3.  Peculiarity  of  its  covering,  as  compared  with  those 
of  the  goose  and  of  the  dog. 

4.  Uses  of  the  animal. 

5.  How  the  sheep  makes  its  wants  known. 

6.  Some  of  its  natural  enemies  among:  other  animals. 


o 


Example.  —  Subject  —  Snow. 

OUTLINE. 

1 .  Time  of  the  year  when  snow  usually  comes. 

2.  Its  appearance  in  coming  down. 

3.  Effects  of  violent  wind  upon  the  snow  when  falling. 

4.  Amusements  and  pleasures  connected  with  snow. 


SENTENCE-MAKING.  61 

5.  Troubles  and  sufferings  connected  with  snow. 

6.  Cause  of  the  disappearance  of  the  snow. 

7.  Places  where  snow  exists  all  the  year  round. 

DiEECTiON.  —  Prepare  a  similar  outliue  of  topics  in  regard  to 
Each  of  the  following  subjects : 

1.  Ice.  6.  A  school-house. 

2.  Tomatoes.  7.  Pies. 

3.  A  bridge.  8.  Candy. 

4.  A  river.  9.  The  hand. 

5.  A  railroad  station.  10.  The  eye. 

To  THE  Teacher.  —  This  exercise  is  of  the  greatest  importance.  The 
attainment  of  some  facility  iu  making  an  Outliue  will  help  the  scholar  very 
much  iu  the  work  of  original  composition. 

In  making  these  outlines,  the  younger  scholars  will  need  and  should 
receive  assistance  from  the  teacher.  Let  the  scholars  begin  and  suggest 
orally  whatever  topics  they  can  think  of  without  help.  Let  these  topics  be 
discussed  and  revised  in  a  familiar  conversation  in  the  class,  and  let  other 
topics  be  suggested  if  need  be.  After  thus  talking  about  a  subject,  so  that 
the  scholars  seem  to  get  an  idea  of  the  various  ways  in  which  it  may  be 
spoken  of,  let  them  then  write  out  an  outline  and  hand  it  in  to  the  teacher. 
When  an  outline  has  thus  been  prepared,  and  is  approved  by  the  teacher, 
let  a  composition  be  written  upon  it. 

Direction.  —  Write  a  composition  of  not  less  than  twenty- 
sentences  on  each  of  the  foregoing  subjects,  according  to  the  out- 
line which  has  been  prepared  and  approved. 


SECTION  II.— Antithetical  Sentences. 

Example.  —  The  peacock  has  a  beautiful  plumage; 
[but]  its  voice  is  harsh  and  unmusical. 

Note  1.  —  In  this   sentence  there  are  two  component  parts, 
each  complete  in  itself,  and  these  parts  are  put  in  contrast, 
6 


62  FIRST    LESSONS    IN    COMPOSITION. 

opposition,  or  antithesis  to  each  other  by  the  word  but.    Sen- 
tences thus  formed  are  called  Antithetical. 

Note  2.  —  The  principal  words  used  in  forming  Antithetical 
Sentences  are  but,  yet,  else,  otherwise,  hoivever,  lohereas,  while, 
whilst,  nevertheless,  notwithstanding. 

Direction.  —  Copy  the  following  sentences,  enclosing  in 
brackets  the  antithetical  word  in  each : 

1.  Children  ought  to  be  merry  sometimes ;  but  they 
should  never  be  rude. 

2.  Stephen  the  martyr  was  stoned  by  the  Jews ;  yet 
he  died  praying  for  them. 

3.  We  must  worship  God  in  spirit  and  in  truth; 
otherwise  our  worship  will  not  be  accepted. 

4.  The  kingdom  of  Israel  was  entirely  destroyed  by  the 
Assyrians ;  whereas  that  of  Judah  was  afterward  restored. 

5.  We  must  be  diligent  in  study ;  else  we  shall  make 
little  progress. 

Direction.  —  Complete  the  following  sentences  by  making  an 
additional  part  for  each  so  as  to  change  it  to  an  antithetical  sen- 
tence.    Enclose  the  antithetical  words  in  brackets. 

1.  The  lion  is  comparatively  small;  but 

2.  Some  kinds  of  wood  are  not  useful  for  building ; 
nevertheless 


3.  Rhode  Island  is  a  small  State ;  yet 

4.  The  teacher  must  be  very  patient,  otherwise 

5.  Time  is  precious ;  yet 

Direction.  —  Make  up  an  antithetical  sentence,  composed  of 
two  co-ordinate  parts,  on  each  of  the  following  subjects.  Enclose 
the  antithetical  word  or  words  in  brackets. 

1.  The  common  house-fly.  4.  Walnuts. 

2.  The  mosquito.  5.  The  wren. 

3.  Pins.  6.  The  monkey. 


SENTENCE-MAKING.  63 

COMPOSITIOXS. 
Example. — Subject—  Eggs. 

OUTLINE. 

1.  The  ordinary  shape  of  eggs. 

2.  Different  kinds  of  eggs,  and  the  peculiarities  of  each. 

3.  Varieties  of  color. 

4.  The  parts  of  an  egg,  and  a  description  of  each  part. 

5.  The  various  uses  of  eggs. 

6.  Modes  of  cooking  them. 

Direction.  —  Make  up  not  less  that  twenty  sentences  on  the 
foregoing  subject,  and  let  at  least  two  of  the  sentences  be  con- 
nective, and  two  antithetical. 

Direction.  —  Make  up  an  outline  on  each  of  the  following 
subjects : 

1.  Sweet  potatoes.  4.  Soap. 

2.  "Watermelons.  5.  Shoes. 

3.  Ice  cream.  6.  Hats. 

Direction.  —  Make  a  composition  of  not  less  than  fifteen 
sentences  on  each  of  the  foregoing  subjects,  after  the  outline  has 
been  f)repared  and  has  been  approved  by  the  teacher. 


SECTION   III.  — Inferential   Sentences. 

Example. —  The  man  is   intemperate  in  his  habits; 
[therefore]  he  does  not  succeed  in  his  business. 

Note  1.  —  In  this  sentence  there  are  two  component  parts, 
each  complete  in  itself,  but  one  part  is  given  as  an  inference  from 
the  other.  This  inference  is  expressed  by  the  word  therefore. 
Sentences  formed  in  this  way  are  called  Inferential. 


64  FIRST    LESSONS    IN    COMPOSITION. 

Note  2.  —  If  the  inferential  word  is  left  out  of  such  a  sentence, 
it  is  resolved  at  once  into  two  independent  sentences.  Thus: 
"The  man  is  intemperate  in  his  habits;  [therefore]  he  does  not 
succeed  in  his  business." 

Note  3.  —  The  principal  words  used  in  forming  Inferential 
Sentences  are  therefore,  wherefore,  then,  hence,  whence,  so,  conse- 
quently, accordingly. 

DiRECTloisr.  —  Copy  the  following  sentences,  and  enclose  in 
brackets  the  inferential  word  in  each : 

1.  The  weather  was  unfavorable;  accordingly  we  de- 
ferred our  visit. 

2.  The  ink   is   thick  and  pasty;   therefore   I  cannot 
write  decently. 

3.  The  boy  is  an  orphan ;  therefore  he  needs  sympathy. 

4.  The  girl  is  attentive  to  her  lessons;  consequently 
she  makes  rapid  improvement. 

5.  He  was  at  the  station  two  minutes  behind  time; 
hence  he  missed  the  train. 

Direction.  —  Complete  the  following  sentences  by  an  addi- 
tional part  for  each,  so  as  to  change  it  into  an  inferential  sentence. 

1 .  The  boy  is  often  absent  from  school ;  hence 

2.  The  snow  was  two  feet  deep ;  consequently 

3.  He  was  never  known  to  speak  an  untruth ;  there- 
fore  

4.  Charles  presented  his  composition  full  of  unsightly 
blots;  consequent  J  I/- 


5.  I  forgot  to  bring  my  book  ;  so 

DiRECTioisr.  —  Make  up  an  inferential  sentence,  composed  of 
two  co-ordinate  parts,  on  each  of  the  following  subjects.  Enclose 
the  inferential  words  in  brackets. 

1.  A  pic-nic.  4.  A  river. 

2.  A  soap-bubble.  5.  Skating. 

3.  A  mountain.  6.  Swimming. 


SENTENCE-MAKING.  65 

COMPOSITIONS. 
Example. —  Subject  —  Roses. 

OUTLINE. 

1.  Why  roses  are  cultivated. 

2.  Some  of  the  varieties  of  the  rose. 

3.  The  color. 

4.  The  perfume. 

5.  The  thorus  which  grow  upon  the  rose-bush. 

6.  The  bugs  which  infest  it. 

7.  Rose-water. 

8.  Ottar  of  roses. 

Direction.  —  Make  up  twenty  sentences  on  the  foregoing  sub- 
ject, and  let  at  least  one  of  the  sentences  be  inferential,  one 
antithetical,  and  one  connective. 

Direction.  —  Make  up  an  outline  on  each  of  the  following 
subjects : 

1.  The  peacock.  4.  Cherries. 

2.  The  squirrel.  5.  Mince  pie. 

3.  The  camel.  6.  Rice  pudding. 

Direction.  —  Make  a  composition  of  not  less  than  fifteen  sen- 
tences on  each  of  the  foregoing  subjects,  after  the  outline  has 
been  prepared  and  has  been  approved  by  the  teacher. 


SECTION  IV. —  Dependent  Sentences. 

Example.  —  The  children  could  play  in  the  garden, 
if  they  would  not  injure  the  plants. 

Note  1.  —  This  sentence  consists  of  two  parts,  each  having  a 
subject  and  a  predicate  of  its  own,  yet  neither  making  by  itself  a 
completed  meaning.     If  any  one  says,  "  The  children  could  play 
6* 


66  FIRST    LESSONS    IN    COMPOSITION. 

in  tlie  garden "  —  and  stops  there,  we  feel  that  the  sense  is  not 
complete.  So,  also,  when  any  one  says  —  "if  they  would  not 
injure  the  plants"  —  we  feel  that  something  more  must  be  said. 
One  part  of  the  sentence  is  dependent  upon  the  other.  Neither 
part  can  stand  alone.  The  word  expressing  this  dependence  is 
ij.     Sentences  so  constructed  are  called  Dependent  Sentences. 

Note  2.—  A  great  many  words  are  used  for  the  purpose  of 
expressing  the  dependence  of  one  part  of  a  sentence  upon 
another.  Among  the  most  common  are  the  following:  If, 
though,  although,  yet,  while,  whilst,  when,  where,  that,  so  that,  in 
order  that,  unless,  until,  because,  since,  before. 

Direction.  —  Copy  the  following  sentences,  and  in  each  mark 
the  word  or  words  expressing  dependence. 

1.  The  train  will  have  started  before  you  reach  the 
station. 

2.  Let  me  know  when  school  will  be  out. 

3.  When  spring  comes  the  snow  will  disappear. 

4.  The  heat  was  so  long  continued  that  the  vegetation 
was  all  dried  up. 

5.  Although  the  elephant  is  of  such  enormous  size, 
yet  it  can  be  managed  without  difficulty. 


DiKECTioN.  —  Fill  out  the  following  sentences,  putting  a  suit- 
able dependent  part  to  each  : 

1.  If  the  boy  is  not  in  time  for  school, 


2.  Although  your  sister  may  be  amiable, 

3.  Before  you  undertake  to  reprove  another  for  any 
fault, 

4.  In  order  that  you  may  obtain  a  prize, 

5.  Unless  you  come  to  school  earlier, 


Direction.  —  Make  up  a  complex  sentence,  composed  of  two 
dependent  parts,  on  each  of  the  following  subjects : 


SENTENCE-MAKING.  67 

1.  The  garden  gate.  4.  Straw. 

2.  The  front  door.  5.  Bricks. 

3.  New-mown  hay.  6.  Wood. 

00>®<0-0 


COMPOSITIONS. 

DiEECTiON.  —  Make  an  outline  of  not  less  than  five  topics  on 
each  of  the  following  subjects : 

1.  A  grape-vine.  4.  Birds'  nests. 

2.  The  street  corner.        5.  The  roofs  of  houses. 

3.  The  apple-tree.  6.  A  flower  garden. 

Direction.  —  Make  up  not  less  than  fifteen  sentences  on  each 
of  the  foregoing  subjects,  after  the  outline  has  been  prepared, 
and  has  been  aj^proved  by  the  teacher. 


SECTION  v.— Relative  Sentences. 

Example.  —  The  tree  wldcli  the  gardener  planted 
has  grown  to  a  great  size. 

Note  1.  —  This  sentence  may  be  resolved  into  two  simple  sen- 
tences :  "  The  gardener  planted  a  tree,"  "  The  tree  has  grown  to 
a  great  size."  These  two  simple  sentences  are  combined  into  one 
complex  sentence  by  means  of  the  word  tvhich.  This  word  is 
called  a  relative,  and  the  complex  sentences  so  formed  are  called 
Relative  Sentences. 

Note  2.  —  The  relatives  are  which,  who,  and  that.  "Who" 
has  three  forms,  who,  ivhose,  and  xvhom. 

Direction.  —  Copy  the  following  sentences,  and  mark  in  each 
the  relative  word : 

1.  The  man  who  came  to  our  house  last  night  was  a 
very  suspicious-looking  fellow. 


68  FIRST    LESSONS    IN    COMPOSITION. 

2.  The  bridge  that  has  been  built  across  the  river  is  a 
great  convenience. 

3.  The  girl  forgot  all  about  the  lesson  which  she  had 
to  learn. 

4.  George  Washington  is  a  man  whom  all  Americans 
are  taught  to  reverence. 

5.  The  eggs  which  you  carry  in  the  basket  were 
bought  in  the  market. 

Direction.  —  Eesolve  each  of  the  foregoing  complex  sentences 
into  two  simple  sentences. 

Direction. — Make  up  a  complex  relative  sentence  on  each 
of  the  following  subjects: 

1.  The  humming-bird.  4.  The  stars. 

2.  The  robin.  5.  The  moon. 

3.  The  barn.  6.  The  sun. 

ooj^oo 

COMPOSITIONS. 

Direction.  —  Make  up  an  outline  of  not  less  than  five  topics 
on  each  of  the  following  subjects : 

1.  Candles.  4.  Tables. 

2.  Gas.  5.  Beds. 

3.  Spoons.  6.  Riding  on  horseback. 

Direction.  ^  Make  up  not  less  than  fifteen  sentences  on  each 
of  the  foregoing  subjects,  and  let  three  sentences  at  least  in  each 
be  relative  sentences. 


Part  III. 


Variety  of  Expression. 


CHAPTER  I. 


Change  of  Arrangement. 


SECTION  I.  — Prose  Changed. 

Example.  —  What  sculpture  is  to  a  block  of  marble, 
education  is  to  the  humau  soul. 

Varied.  —  Education  is  to  the  human  soul  what  sculp- 
ture is  to  a  block  of  marble. 

Direction.  —  Vary  the  arrangement  of  each  of  the  following 
sentences,  taking  care  to  preserve  the  meaning. 

1.  If  we  do  not  govern  our  passions,  we  may  be  sure 
our  passions  will  govern  us. 

2.  He  who  seriously  intends  to  repent  to-morrow, 
should  in  all  reason  begin  to-day. 

3.  Before   this   surprise   or  fear  had  time  to   abate, 

Columbus  ordered  the  great  guns  to  be  fired. 

69 


70  FIRST    LESSONS    IN    COMPOSITION. 

4.  While  Columbus  was  engaged  in  his  successive 
voyages  to  the  West,  the  spirit  of  discovery  did  not  lan- 
guish in  Portugal. 

5.  It  may  be  laid  down  as  a  position  which  seldom 
deceives,  that  when  a  man  cannot  bear  his  own  company 
there  is  something  wrong. 

Direction.  —  Make  up  a  complex  sentence  on  each  of  the  fol- 
lowing subjects,  and  give  to  each  sentence  two  arrangements, 
both  expressing  the  same  meaning, 

1.  Going  to  school.  4.  The  study  of  music. 

2.  Going  to  church.  5.  The  study  of  botany. 

3.  The  study  of  history.        6.  The  love  of  flowers. 


-00>S><00- 


COMPOSITIONS. 

Direction.  —  Make  an  outline  of  not  less  than  five  topics  on 
each  of  the  following  subjects  : 

1.  City  pleasures.  3.  Home  pleasures. 

2.  Country  pleasures.  4.  Pleasures  of  travel. 

Direction.  —  Write  a  composition  of  not  less  than  ten  sen- 
tences on  each  of  the  foregoing  subjects,  and  give  to  each  sen- 
tence two  different  arrangements.  Let  the  outline  be  prepared 
and  approved,  before  writing  the  composition. 


SECTION  II. —Poetry  Changed. 

Example.  —  Down  in  its  green  and  shady  bed 
A  modest  violet  grew ; 
Its  stalk  was  bent,  it  hung  its  head, 
As  if  to  hide  from  view. 


VARIETY    OF     EXPRESSION.  71 

Varied.  —  A  modest  violet  grew  down  in  its  green 
and  shady  bed ;  its  stalk  was  bent,  it  hung  its  head,  as 
if  to  hide  from  view. 

Direction.  —  Vary  the  arrangement  of  the  following  pas- 
sages, changing  them  to  prose,  but  retaining  the  meaning : 

1.  A  hermit  there  was 

Who  lived  in  a  grot, 
And  the  way  to  be  happy, . 
They  said,  he  had  got. 

2.  By  cool  Siloam's  shady  rill, 

How  sweet  the  lily  grows  ! 
How  sweet  the  breath  beneath  the  hill 
Of  Sharon's  de^\7■  rose  ! 

3.  Full  many  a  gem,  of  purest  ray  serene. 

The  dark,  unfathom'd  caves  of  ocean  bear ! 

4.  If  solid  happiness  we  prize. 
Within  our  breasts  this  jewel  lies ; 

And  they  are  fools  who  roam : 
The  world  has  nothing  to  bestow ; 
From  our  own  selves  our  joys  must  flow. 

And  that  dear  hut  our  home. 

5.  Serene  and  mild,  the  untried  night 

May  have  its  dawning ; 
And,  as  in  summer's  northern  light 
The  evening  and  the  dawn  unite. 
The  sunset  hues  of  time  blend  with  the  soul's  new 
morning. 

6.  For  gold  his  sword  the  hireling  ruffian  draws; 
For  gold  the  hireling  judge  distorts  the  laws ; 


72  FIRST    LESSONS    IN    COMPOSITION. 

Wealth  hcap'd  on  wealth  nor  truth  nor  safety  buys : 
The  dangers  gather  as  the  treasures  rise. 

7.  If  happiness  on  wealth  were  built, 
Rich  rogues  might  comfort  find  in  guilt. 
As  grows  the  miser's  hoarded  store, 
His  fears,  his  wants,  increase  the  more. 

8.  Hope,  like  the  glimmering  taper's  light, 

Adorns  and  cheers  the  way ; 
And  still,  as  darker  grows  the  night, 
Emits  a  brighter  ray. 

9.  When  descends  on  the  Atlantic 

The  gigantic 
Storm-wind  of  the  equinox, 
Landward  in  his  wrath  he  scourges 

The  toiling  surges. 
Laden  with  sea-weed  from  the  rocks, 

10.  At  midnight,  in  his  guarded  tent. 

The  Turk  was  dreaming  of  the  hour 
When  Greece,  her  knee  in  suppliance  bent, 
Should  tremble  at  his  power. 

11.  Beside  yon  straggling  fence  that  skirts  "the  way, 
With  blossom'd  furze  unprofitably  gay, 
There,  in  his  noisy  mansion  skill'd  to  rule. 
The  village  master  taught  his  little  school ; 

A  man  severe  he  was,  and  stern  to  view ; 
I  knew  him  well,  and  every  truant  knew. 


CHAPTER    11. 


Change    of   Structure. 


-o-oj^oo- 


SECTION  I.  — Subject,   Object,   or  Predicate 

Changed. 

Example.  —  Study  is  the  road  to  knowledge. 

Subject  Changed. —  Study, 

Being  studious, 
Studious  habits, 
Studiousness, 
Attention  to  lessons. 

Object  Changed.  —  Knowledge, 

Learning, 
Scholarship, 
Mental  acquisitions, 
Scientific  attainments. 

Predicate  Changed. —  Is  the  road  to, 

Leads  to, 
Conduces  to, 
Promotes, 
Secures. 

1.  Study  is  the  road  to  knowledge. 

7  78 


74  FIRST    LESSONS    IN    COMPOSITION. 

2.  Being  studious  conduces  to  scholarship. 

3.  Attention  to  lessons  secures  mental  acquisitions. 

4.  Studiousness  leads  to  learning. 

5.  Studious  habits  promote  scholarship. 

6.  Being  studious  is  the  way  to  become  wise. 

Direction.  —  Vary  the  construction  of  each  of  the  following 
sentences  not  less  than  five  times,  by  changing  the  object,  the 
subject,  and  the  predicate,  but  without  changing  materially  the 
general  meaning  of  the  sentence : 

1.  Temperance  conduces  to  health. 

2.  Learning  is  better  than  riches. 

3.  Life  is  short. 

4.  A  liar  is  not  believed  even  when  he  speaks  the  truth. 

5.  Industry  is  the  source  of  wealth. 

6.  The  love  of  money  often  leads  to  dreadful  crimes. 


-o-o>s><o<>- 


COMPOSITIONS. 

Direction.  —  Make  up  a  sentence  on  each  of  the  following 
subjects,  and  give  to  each  sentence  not  less  than  five  different 
constructions,  without  materially  changing  the  meaning  : 

1.  Sunset.  4.  Dinner-time. 

2.  Memory.  5.  A  ship  at  sea. 

3.  Poverty.  6.  A  daily  newspaper. 

Direction.  —  Make  a  composition  of  not  less  than  twenty  sen- 
tences on  each  of  the  six  foregoing  subjects. 


SECTION  II.— Change  from  Active  to  Passive,  etc. 
Example.  —  The  French  first  peopled  New  Orleans. 

Changed.  — ^evf  Orleans  was   first   peopled   by  the 
French. 


VARIETY    OF    EXPRESSION.  75 

Direction.  —  Vary  the  following  sentences  by  changing  the 
verb  from  the  active  form  to  the  passive,  or  from  tlie  passive  to 
the  active : 

1.  Tea  was  introduced  into  Europe  by  the  Dutch. 

2.  Thomas  Jefferson  wrote  the  Declaration  of  Inde- 
pendence. 

3.  Poets  and  philosophers  have  compared  the  course 
of  human  life  to  that  of  a  river. 

4.  Dr.  Kane  described  the  Arctic  silence  as  something 
almost  dreadful. 

5.  They  asserted  not  only  the  future  immortality,  but 
the  past  eternity  of  the  human  soul. 

6.  Pedro  threw  away  the  very  friendship  without 
which  he  would  still  have  been  an  exile. 


Direction.  —  Make  up  a  sentence  about  each  of  the  following 
subjects,  and  give  the  sentence  both  an  active  and  a  jDassive  form. 

Note.  — In  order  to  do  this,  it  will  be  necessary  that  the  sen- 
tence in  the  active  form  should  be  one  requiring  an  object. 

1.  The  rotation  of  the  earth  on  its  axis.  2.  The  recol- 
lections of  childhood.  3.  The  American  AVar  of  Inde- 
pendence. 4.  The  discovery  of  America.  5.  The  elo- 
quence of  Patrick  Henry.  6.  David,  king  of  Israel. 
7.  Alexander  the  Great.  8.  Ferdinand  de  Soto.  9.  The 
Gulf  Stream.     10.  The  letter  carrier. 


-ttoJ^OO- 


COMPOSITIONS. 

Direction. — Make  a  composition  of  not  less  than  twenty 
sentences  about  each  of  the  following  subjects : 

1.  April  Fool.  2.  A  Picture  Gallery. 


76  FIRST    LESSONS    IN    COMPOSITION. 

3.  My  birthday.  5.  Shopping. 

4.  Thanksgiving  Day.  6.  Christmas. 


SECTION  III. —Change  of  Participial 
Constructions. 

Example.  —  Having  reduced  the  island  to  perfect 
servitude,  the  French  withdrew  their  forces. 

Changed.  —  When  they  had  reduced  the  island  to  per- 
fect servitude,  the  French  withdrew  their  forces. 

Note.  —  What  is  here,  in  the  second  form,  expressed  as  a 
dependent  sentence  ("When  they  had  reduced,"  etc.),  is  ex- 
pressed iu  the  first  form  as  a  particii^ial  construction  ("  Having 
reduced,"  etc.). 

Direction.  —  Change  the  following  sentences  from  the  par- 
ticipial form  to  that  of  a  dependent  sentence,  or  the  opposite,  as 
the  case  may  be. 

1.  When  the  ten  years  fixed  by  the  treaty  had  expired, 
the  English  were  unwilling  to  continue  the  arrangement. 

2.  Expecting  no  indulgence  from  the  reader,  he 
showed  none  to  himself. 

3.  When  Henry  was  eleven  years  of  age,  Beaufort, 
who  had  been  made  Chancellor  of  the  University,  re- 
ceived him  as  a  student  at  Queen's  College. 

4.  Although  living  in  the  same  town,  I  know  but 
little  of  them. 

5.  Moses  stretched  his  hand  over  the  Red  Sea,  as  a 
signal  for  the  waters  to  return  to  their  channels,  after 

the  children  had  all  passed  over. 

• 
Direction.  —  Make  up  a  complex  sentence  about  each  of  the 
following  subjects,  and  give  to  each  sentence  two  forms,  as  above. 


VAEIETY    OF    EXPRESSION.  77 

1.  John  the  Baptist.  4.  Christopher  Columbus. 

2.  The  Good  Samaritan.      5.  The  Mayflower. 

3.  The  Apostle  Paul.  6.  Charles  Dickens. 

o-Oj^OO 

COMPOSITIONS. 

Direction.  —  Make  a  composition  of  not  less  than  twenty 
sentences  about  each  of  the  following  subjects : 

1.  Farming.  4.  The  life  of  a  seamstress. 

2.  Gardening.         5.  The  life  of  a  minister. 

3.  Teaching.  6.  Being  conductor  on  a  railroad. 


SECTION  IV. —  Change  of  Person. 

Example.  —  When  Alexander  the  Great  was  asked, 
"  Why  do  you  not  contend  in  the  Olympic  Games  ?  "  he 
said,  "  I  will,  when  I  have  kings  for  my  competitors." 

« 

Changed.  —  When  Alexander  the  Great  was  asked 
■why  he  did  not  contend  in  the  Olympic  Games,  he  said 
that  he  would  do  so  when  he  had  kings  for  his  com- 
petitors. 

Direction.  —  Change  the  actors  in  the  following  sentences 
from  the  first  or  second  person  to  the  third,  or  the  contrary : 

1.  Cardinal  Wolsey,  in  his  last  moments,  said,  "Had 
I  but  served  my  God  with  half  the  zeal  I  served  my 
king,  I  would  not  in  my  old  age  have  been  left  to  the 
malice  of  my  enemies." 

2.  When  a  friend  expressed  surprise  that  Sir  Matthew 
Hale  shouki  have  done  a  great  favor  to  one  who  had 

7* 


78  FIRST    LESSONS    IN    COMPOSITION. 

injured  him,  Sir  Matthew  replied  that  he  thanked  God 
he  had  learned  to  forget  injuries. 

3.  A  luan  should  never  be  ashamed  to  say  that  he  has 
been  in  the  wrong ;  it  is  but  saying,  in  other  words,  that 
he  is  wiser  to-day  than  he  was  yesterday. 

4.  A  sailor,  on  breaking  his  leg  by  a  fall  from  the 
mainmast,  said  to  the  bystanders  it  was  a  great  mercy 
that  it  was  not  his  neck, 

5.  The  man  said  to  the  youths,  "  Cast  your  eyes  up 
and  tell  me  what  you  see."  They  replied,  "  We  see  vast 
piles  of  clouds  floating  eastward." 

6.  Jesus  said  to  Nathanael.  "  Thou  shalt  see  greater 
things  than  these." 

7.  The  friar  said  to  Eomeo,  "  I  bring  thee  tidings  of 
the  prince's  doom." 

8.  Just  before  Socrates  drank  the  fatal  poison,  one  of 
his  friends  was  lamenting  that  he  was  about  to  be  put 
to  death  innocently.  Socrates  asked  whether  he  wished 
him  to  die  guilty. 

9.  "  I  am  a  ruined  man,"  said  the  hunter,  as  he  gazed 
upon  the  landscape. 

COMPOSITION. 

Direction.  —  Make  up  a  story  of  a  conversation  between  two 
boys  (uamiug  them),  one  proposing  an  excursion  for  catching 
fish,  the  other  arguing  in  favor  of  nutting.  Put  the  story  first 
in  a  narrative  form,  the  sentences  being  all  constructed  in  the 
third  person  ;  then  change  it  to  the  form  of  dialogue,  the  speakers 
being  in  the  first  and  second  person. 


SECTION  v.  — Miscellaneous  Changes. 

Note. — The  exercises  which  follow  are  intended  as  a  sort 
of  review  of  the  four  preceding  sections.     The  scholar,  being  by 


VARIETY    OF    EXPRESSION.  79 

this  time  familiar  with  the  various  modes  of  varying  the  expres- 
sion, may  use  them  at  pleasure  in  changing  the  language  in  the 
examples  to  be  given. 

Example.  —  It  was  a  brilliant  night.  Beneath  a  dark 
and  cloudless  vault,  the  snowy  mantle  of  the  mountain 
shone  resplendent  with  the  beams  of  a  full  Italian  moon. 
The  guides  lay  buried  in  the  deepest  sleep.  Below  us, 
the  yawning  clefts  and  strange  desolation  of  the  glacier 
presented  an  appalling  picture  of  dangers  scarcely  gone  by. 

Changed.  — The  night  was  resplendent.  The  moun- 
tain, clad  in  spotless  white,  glistened  against  the  deep- 
toned  blue  of  the  clear  expanse  of  heaven,  in  the  light 
of  the  moon,  then  at  the  full,  and  such  as  is  seen  in  an 
Italian  sky.  The  guides  were  motionless  in  the  pro- 
foundest  slumber.  Beneath  my  feet  lay  the  gaping  chasm, 
and  the  wild  solitude  of  the  glacier,  reminding  me  of  the 
frightful  perils  which  we  had  just  escaped. 

Direction.  —  Re-write  the  following  passages,  changing  the 
expression  at  pleasure,  but  retaining  carefully  the  meaning. 

1.  Soon  the  mountain-top  became  a  pyramid  of  gold ; 
the  delightful  token  that  the  rising  sun,  between  which 
and  us  the  mountain  intervened,  had  redeemed  the 
pledge  given  by  his  departing  rays. 

2.  I  doubt  much  whether  the  average  Englishman,  on 
putting  his  recollections  together,  would  not  say  that  the 
fresh-mown  hay-field  is  the  place  where  he  has  spent  the 
most  hours  which  he  would  like  to  live  over  again,  the 
fewest  which  he  would  like  to  forget. 

3.  As  children,  we  stumble  about  the  new-mown  hay, 
revelling  in  the  many  colors  of  the  prostrate  grass  and 
wild  flowers,  and  in  the  power  of  tumbling  where  we 
please  without  hurting  ourselves. 


80  FIRST    LESSONS    I N    COMPOSITI ON . 

4.  As  small  boys,  we  pelt  one  another,  and  the  vil- 
lage school-girls,  and  our  nurse-maids,  and  young-lady 
cousins  with  the  hay,  till,  hot  and  weary,  we  retire  to  tea 
or  syllabub  beneath  the  shade  of  some  great  oak  or  elm 
standing  up  like  a  monarch  out  of  the  fair  pasture. 

5.  As  big  boys,  we  toil  ambitiously  with  the  spare 
forks  and  rakes,  or  climb  into  the  wagon  and  receive 
with  open  arms  the  delicious  load  as  it  is  pitched  up 
from  below,  and  rises  higher  and  higher  as  we  pass 
along  the  long  line  of  haycocks. 

Note.  —  The  teacher  may  continue  exercises  of  this  kind  at 
discretion,  selecting  examples  from  the  text-books  in  the  hands 
of  the  scholars. 

COMPOSITIONS. 

Direction.  — Write  a  composition  of  not  less  than  ten  sen- 
tences on  each  of  the  following  subjects ;  and  after  writing  the 
compositions,  re-write  each  sentence,  giving  it  a  different  form, 
but  retaining  the  same  general  meaning. 

1.  A  description  of  some  bridge. 

2.  A  narrative  of  some  adventure. 

3.  Something  which  I  once  read  in  a  book. 

4.  Some  things  which  happened  to  me  in  childhood. 

6.  Some  things  which  I  expect  in  the  years  to  come. 


SECTION  VI. —Synonyms. 

Example.  —  Custom,  habit. 

Note.  —  Custom  is  that  which  produces  habit.    The  habit  of 
doing  a  thing  results  from  the  custom  of  doing  it. 


VAEIETY    OF    EXPEESSION.  81 

Direction.  —  Supply  the  proper  word  in  the  following  sen- 
tences : 

1.  The of  punctuality  is  acquired  only  by  being 

punctual  from  day  to  day. 

2.  I  hope  you  have   already  acquired  the  of 

rising  early. 

3.  The  foolish among  children  of  using  superla- 
tives in  expressing  their  likes  and  their  dislikes,  soon 
becomes  habitual. 

Direction.  —  Make  up  two  sentences,  in  one  of  which  custom 
shall  be  correctly  used ;  in  the  other,  habit 


Example.  —  Silence,  stillness. 

Note.  —  Silence  is  applicable  to  persons ;  stillness  to  things. 

Direction.  —  Fill  the  blank  in  each  of  the  following  sen- 
tences with  the  proper  words : 

1.  The  gentlemen  entered  the  room  in  profound . 

2.  At  midnight  a  solemn fills  the  air. 

Direction.  —  Make  up  four  sentences,  in  two  of  which  silence 
shall  be  correctly  used,  and  in  two  stillness  shall  be  correctly  used. 


Example.  —  Discover,  invent. 

Xote.  —  We  discover  what  existed  before,  but  was  unknown; 
we  invent  what  is  new. 

Direction.  —  Fill  the  blank  in  each  of  the  following  sen- 
tences with  the  proper  word : 

1.  The   man   -vvho  the   sewing-machine   was   a 

benefactor  of  his  race. 

2.  The  engineer  of  the  Delaware  and  Raritan  Canal 


82  FIRST    LESSONS    IN    COMPOSITION. 

has an  a])paratus  for  pulling  boats  through  the  locks 

by  steam. 

3.  America  was  by  Christopher  Columbus   in 

1492. 

DiRECTiOK.  —  Make  up  four  sentences,  in  two  of  which  dis- 
cover shall  be  rightly  used,  and  in  two  invent  shall  be  rightly  used. 


Example.  —  Lucid,  luminous. 

Note.  —  A  thing  is  lucid  when  it  is  pervaded  with  light ;  it  is 
luminous  when  it  sends  forth  light  to  other  bodies. 

Direction.  —  Fill  the  blank  in  each  of  the  following  sen- 
tences with  the  proper  word  : 

1 .  The  waters  of  Lake  George  are  so that  you 

can  see  the  bottom  at  the  depth  of  twenty  feet. 

2.  The  moon  is  at  times  so  • that  we  can  read  by 

its  light. 

3.  No  author  is  more than  Macaulay ;  his  rea- 
soning is  made  clear  to  the  most  ordinary  apprehension. 

Direction. — Make  up  four  sentences,  in  two  of  which  lucid 
shall  be  used  correctly,  and  in  two  luminous  shall  be  used  cor- 
rectly. 

K>4 

Example.  —  Abandon,  abdioate,  desert,  forsake,  re- 
nounce, resign,  relinquish. 

Note. —  In  the  examples  which  follow,  the  scholar  should 
consult  the  dictionary  for  the  purpose  of  learning  the  precise 
meaning  of  these  several  words. 

Direction.  —  Fill  the  blank  in  each  of  the  following  sentences 
with  the  proper  word  : 

1.  A  young  man  should all  intercourse  with  per- 
sons of  low  habits. 

2.  The  guilty  wretch his  design. 


VARIETY    OF    EXPRESSION.  83 

3.  The  Emperor  Charles  V. his  throne. 

4.  The  clerk  on  account  of  his  negligence  is  obliged 
to his  situation. 

5.  How  hard  it  is  for  a  mother  to her  child. 

6.  The  heir  very  generously  has  all  claims  to 

the  property. 

7.  The  guard  his  post,  and  went  over  to  the 

enemy. 

Direction.  —  Make  up  two  sentences  for  each  of  tlie  foregoing 
words,  using  it  in  each  case  according  to  its  appropriate  meaning. 


Examples. — Attainments,  acquirements,  qualifications. 

Direction.  —  Fill  up  the  blank  in  each  of  the  following  sen- 
tences with  the  appropriate  word : 

1.  There  is  no  doubt  but  that  the  man  has  ample 

for  the  office. 

2.  His in  Latin  and  Greek  are  of  the  highest  order. 

3.  The  variety  of  his fitted  him  to  shine  in  any 

circle. 

Direction.  —  Make  up  three  sentences  for  each  of  the  foregoing 
words,  using  it  in  each  case  according  to  its  appropriate  meaning. 


Examples.  —  Pardon,  forgiveness. 

Direction.  —  Fill  up  the  blank  in  each  of  the  following  sen- 
tences with  the  appropriate  word  : 

1.  The  man's  anger  soon  subsided,  and  he  gave  the 
offenders  full . 

2.  I  beg for  interrupting  you. 

Direction.  —  Make  up  three  sentences  for  each  of  the  fore- 
going words,  using  it  in  each  case  according  to  its  appropriate 
meaning. 


84  FIRST    LESSONS    IN    COMPOSITION. 

Examples.  —  Abjure,  recall,  recant,  disavow,  coun- 
termand, repeal. 

Direction.  —  Fill  up  tlie  blank  in  each  of  the  following  sen- 
tences with  the  proper  word : 

1.  There  was  a  strong  eifort  in  the  last  Congress  to 
have  the  Internal  Revenue  Law . 

2.  The  President  has our  minister  from  England, 

but  has  not any  of  his  acts. 

3.  Every  man  should  be  willing  to  - — -  his  errors, 
when  convinced  of  them. 

4.  The  order  to  advance  was  by  the  superior 

officer. 

5.  He  to-day  the  opinions  which  he   asserted 

with  vehemence  yesterday. 

Direction.  —  Make  up  three  sentences  for  each  of  the  fore- 
going words,  using  it  in  each  case  according  to  its  appropriate 
meaning. 

Examples.  —  Active,  assiduous,  diligent,  industrious, 
laborious. 

DiRECTioisr.  —  Fill  up  the  blank  in  each  of  the  following  sen- 
tences with  the  proper  word : 

1.  After  a search,  I  found  the  passage  that  you 

referred  to. 

2.  The  conductor  on  a  railroad  needs  to  be  a  man  of 

habits,   as    much   of    his   work   has    to   be    done 

promptly. 

3.  The pursuit  of  wealth  through  long  years  of 

plodding  industry  had  its  natural  reward. 

4.  Street-paving  is  a occupation. 

5.  The  Chinese  are  an people. 

DirectiojST,  —  Make  up  three  sentences  for  each  of  the  fore- 


VARIETY    OF    EXPRESSION.     "  85 

going  words,  using  it  in  each  case  according  to  its  appropriate 
meaning. 

Example.  —  Short,  brief. 

Sentences. — Tom   Thumb  is  a  short  man.     How 
brief  is  the  life  of  man ! 

Direction.  —  Make  up  sentences  in  this  way  for  each  of  the 
following  pairs  of  words. 

1.  Greatness,  magnitude. 

2.  Weight,  heaviness. 

3.  Healthy,  salubrious. 

4.  Youthful,  juvenile. 

5.  Strong,  powerful. 

6.  Wealth,  opulence. 

7.  Stifle,  suppress. 

8.  Pale,  pallid. 

9.  Kill,  murder. 

10.  Sufficient,  enough. 


Example.  —  The  light  was  put  out. 

Varied. — The  light  was  extinguished. 

Direction.— Copy  the  following  sentences,  using  some  syn- 
onymous expressions  instead  of  those  printed  in  italics. 

1.  The  country  air  invigorated  them. 

2.  In  seasons  of  retirement  everything  disposes  us  to  be 

serious. 

3.  The  recollection  of  the  past  becomes  dreadful  to  a 

guilty  man. 

4.  I  have  more  than  once  found  fault  with  those  gen- 
eral reflections  which  strike  at  nations  in  the  gross. 

8 


86  F-JRST    LESSONS    IN    COMPOSITION. 

5.  The  coachman  was  ordered  to  drive  to  the  railway 
station  with  the  utmost  expedition. 


DiEECTiOK.  —  Copy  the  following  senteuces,  selecting  the  most 
suitable  word,  where  two  are  given  in  a  parenthesis,  and  omitting 
the  other. 

1.  While  the  cities  of  Italy  were  thus  (advancing,  pro- 
gressing) in  their  (career,  course)  of  improvement,  an 
event  happened,  the  most  (remarkable,  extraordinary) 
perhaps  in  the  history  of  mankind. 

2.  This  event,  instead  of  (retarding,  stopping)  the 
(trading,  commercial)  progress  of  the  Italians,  (made, 
rendered)  it  more  rapid. 

3.  The  (martial,  warlike)  spirit  of  the  Europeans, 
(heightened,  increased)  and  inflamed  by  religious  (zeal, 
fervor),  (induced,  prompted)  them  to  attempt  the  (deliv- 
erance, rescue)  of  the  Holy  Land  from  the  (government, 
dominion)  of  the  Infidels. 

4.  (Great,  vast)  armies  (composed,  made  up)  of  all  the 
(nations,  countries)  in  Europe,  marched  towards  Asia 
upon  that  wild  (enterprise,  expedition). 

5.  The  Genoese,  the  Pisans,  and  the  Yenetians  (sup- 
plied, furnished)  the  transport-ships  which  (carried,  con- 
veyed) them  thither. 

oO>J&io-o 

COMPOSITIONS. 

Direction.  —  Make  up  an  outline  of  not  less  than  six  topics 
on  each  of  the  following  subjects : 

1.  A  canal  boat. 

2.  An  evening  party. 

3.  A  fishing  excursion. 


VARIETY    OF    EXPRESSION.  87 

4.  The  starry  heavens. 

5.  The  country  in  spring. 

DiEECTloii]".  — "Write  not  less  tlian  fifteen  sentences  on  each  of 
the  foregoing  subjects,  after  the  outline  has  been  prepared,  and 
has  been  approved  by  the  teacher. 


SECTION  VII.  — Copiousness. 

To  THE  Teacher.  —  The  object  of  the  following  exercises  is 
to  cultivate  copiousness  of  expression.  By  using  such  exercises 
properly,  two  ends  are  gained  ;  the  scholar  becomes  more  observ- 
ant of  the  qualities  of  objects,  and  he  stores  his  memory  with  the 
words  needed  for  expressing  those  qualities.  He  increases  at 
once  his  knowledge,  and  his  power  of  expressing  it. 

Example. — We  may  say  of  a  forest,  it  is  dense, 
dark,  deep,  gloomy,  entangled,  pathless,  primeval,  unin- 
habited, lonely,  mysterious. 

Direction.  —  Write,  in  like  manner,  not  less  than  ten  things 
which  you  can  think  of  as  applicable  to  each  of  the  folloAving 
objects : 

1.  A  tree  in  the  forest. 

2.  The  foliage  of  the  tree. 

3.  The  branches  of  the  tree. 

4.  The  trunk  of  the  tree. 

5.  The  bark  of  the  tree. 


Example.  —  The  sky  is  —  serene,  cloudy,  stormy, 
clear,  overcast,  misty,  hazy,  foggy,  lowering,  bright,  re- 
splendent, brilliant,  blue,  azure,  red,  boundless,  threat- 


ening. 


88  FIRST    LESSONS    IN    COMPOSITION. 

Direction,  —  Write,  in  like  manner,  as  many  things  as  you 
can  think  of  (not  less  than  ten)  as  being  applicable  to  each  of 
the  following  objects: 

1.  The  clouds,  5.  Fire. 

2.  The  stars.  6.  Snow. 

3.  The  ground.  7.  Ice. 

4.  The  horse.  8.  Rain. 

Note.  —  No  additional  examples  under  this  head  are  given, 
because  any  one  can  make  them  to  any  extent  to  suit  himself. 
The  teacher  should  pursue  the  method,  selecting  examples  to 
suit  the  degree  of  advancement  of  the  scholars,  until  he  has 
established  in  them  a  habit  of  attention  to  the  subject.  When 
once  a  scholar  gets  into  the  way  of  noticing  accurately  whatever 
he  sees,  and  of  thinking  what  word  or  words  are  needed  to  express 
exactly  his  notions  of  the  same,  both  his  knowledge  and  his 
power  of  expressing  it  will  grow  apace. 

\  ooj«i^oo 


COMPOSITIONS. 

Direction.  —  Make  up  an  outline  of  not  less  than  six  topics 
on  each  of  the  following  subjects  : 

1.  A  voyage  to  the  moon. 

2.  A  description  of  a  snow-storm. 

3.  A  description  of  some  mountain. 

4.  A  description  of  a  large  public  building. 

5.  A  description  of  some  river  that  you  have  seen  or 
read  about. 

Direction.  — Write  a  composition  of  not  less  than  fifteen  sen- 
tences on  each  of  the  foregoing  subjects,  after  the  outline  has 
been  prepared,  and  has  been  approved  by  the  teacher. 


Part   IV. 


Figurative   Expression. 


CHAPTER    I. 


Simile. 


Example.  —  Talkative  persons  are  like  empty  bar- 
rels ;  the  less  there  is  in  them,  the  more  noise  they  make. 

Note  1.  —  Here  talkative  persons  and  empty  barrels  are  com- 
pared. The  word  which  expresses  the  comparison  is  like.  The 
point  of  the  comparison  is  that  they  both  make  a  noise  in  pro- 
portion to  their  emptiness.  When  things  are  thus  compared,  we 
say  there  is  a  Simile.  The  words  commonly  used  to  express 
simile  are  like,  as,  as  —  so,  as — such,  etc.  Sometimes  a  verb  is 
used;  as,  "Talkative  persons  resemble  empty  barrels." 

Note  2.  —  The  point  of  the  comparison  is  not  always  expressed. 
In  such  a  case,  the  scholar  must  think  it  out,  and  express  it  in 
his  own  language.  Thus:  "Books  for  the  mind  are  like  food  for 
the  body."  Here  the  point  of  the  comparison  is  that  both  fur- 
nish nourishment.  Books  nourish  the  mind,  as  food  nourishes  the 
body. 


8* 


89 


90  FIRST    LESSONS    IN    COMPOSITION. 

Example.  —  My  doctrine  shall  drop  as  the  rain. 

Analysis,  —  The  things  compared  are  doctrine  and  rain. 
The  comparison  is  expressed  by  as.  The  jpoint  of  the 
comparison  is  that  both  come  down  gently  and  in  a  great 
many  minute  portions. 

Direction.  —  Copy  the  following  Similes,  and  analyze  each, 
as  is  done  in  the  foregoing  example.  If  the  point  of  the  com- 
parison is  not  expressed,  find  out  what  it  is,  and  express  it  in 
your  own  words. 

Note.  —  The  teacher  will  have  to  give  young  beginners  some 
help  in  finding  out  the  point  of  a  comparison,  when  it  is  not 
expressed.  This  help  should  be  given  by  talking  with  the  pupils 
on  the  subject,  until  they  see  the  point,  and  then  leaving  them  to 
express  it  without  help. 

1.  Grateful  persons  resemble  fertile  fields,  which  al- 
ways repay  more  than  they  receive. 

2.  The  mind  of  a  young  person  is  like  soft  wax. 

3.  Prosperity  is  like  sunshine,  bright  and  fleeting. 

4.  The  Bible  resembles  a  mine ;  the  more  deeply  you 
search  into  it,  the  richer  will  be  the  treasures  which  you 
bring  forth. 

5.  My  words  shall  distil  as  the  dew. 


Example.  —  Subjects —  A  child  and  an  April  shower. 

Simile.  —  The  troubles  of  a  child  are  like  an  April 
shower.  Both  are  of  brief  duration.  Both  alternate 
rapidly  with  their  opposites.  The  rain  and  sunshine 
come  and  go  over  the  landscape ;  so  do  tears  and  smiles 
over  the  face  of  childhood. 

Direction.  —  Make  up  a  Simile  for  each  of  the  following 
pairs  of  subjects,  and  in  each  express  as  fully  as  you  can  the 
point  of  the  comparison : 


FIGUEATIVE    EXPRESSION.  91 

1.  Death  and  sunset. 

2.  Old  ao-e  and  winter. 

3.  Misfortunes  and  clouds. 

4.  An  infant  and  a  flower. 

5.  Lano;uaoi;e  and  a  mirror. 

6.  Hope  and  the  morning  star. 

7.  The  wings  of  a  bird  and  the  sails  of  a  ship. 


Direction.  —  Make  up  a  Simile  for  each  of  the  following  sub- 
jects, telling  what  it  is  like,  or  what  it  resembles : 

1.  An  industrious  man.  2.  An  angry  man.  3.  The 
prattle  of  a  child.  4.  Obtaining  the  results  of  one's 
labor.     5.  Youth.     6^  Life.     7.  Ilabit. 


-o-o^^c^oo- 


COMPOSITIONS. 

DiEECTiox.  — Make  up  an  outline  of  not  less  than  five  topics 
on  each,  of  the  following  subjects : 

1.  Procrastination. 

2.  The  love  of  country. ' 

3.  Undue  love  of  dress. 

4.  The  formation  of  habits. 

5.  The  improvement  of  time. 

Direction.  —  Make  up  not  less  than  fifteen  sentences  on  each 
of  the  foregoing  subjects,  after  the  outline  has  been  made,  and 
has  been  approved  by  the  teacher.  Let  each  composition  contain 
at  least  two  similes. 


CHAPTER    II. 

Metaphor. 

Example.  —  Idleness  is  the  rust  of  the  soul. 

Note  1.  — Here  there  is  a  comparison,  but  the  comparison  is 
not  made  in  a  formal  manner.  The  meaning  is  that  idleness  has 
the  same  effect  upon  the  soul  that  rust  has  upon  iron.  Idleness 
and  rust  are  assumed  to  be  so  much  alike  that  what  is  true  of  one 
is  affirmed  of  the  other  without  stopping  to  make  the  formal 
comparison.  When  a  likeness  is  thus  assumed,  without  being 
exjiressed  in  form,  it  is  called  a  Metaphor. 

Note  2.  —  A  Metaphor  may  be  changed  into  a  Simile,  and  also 
into  plain  language,  containing  neither  metaphor  nor  simile. 
Thus : 

Metaphor.  —  Idleness  is  the  rust  of  the  soul. 

Simile.  —  As  rust  is  to  iron,  so  is  idleness  to  the  soul,  taking 
away  its  strength  and  power  of  resistance. 

Plain.  —  Idleness  takes  away  from  the  soul  its  strength  and 
power  of  resistance. 

Direction.  —  Copy  the  following  sentences  containing  meta- 
phors ;  and  change  each,  first  into  a  simile,  and  then  into  plain 
language  without  metaphor  or  simile  : 

1.  The  Lord  is  a  tower  of  defence  to  his  people. 

2.  The  sunset  of  his  life  was  one  of  unclouded  serenity. 

3.  The  love  of  money  is  the  root  of  all  evil. 

4.  The  wicked  man  shall  reap  the  fruit  of  his  misdeeds. 

5.  Books  are  a  fountain  of  knowledge. 

92 


FIGURATIVE    EXPRESSION.  93 

Direction.  —  Change  the  following  Similes  into  Metaphors : 

1.  Heaven  is  to  the  Christian  like  home,  the  place 
toward  which  his  aspirations  and  his  affections  constantly 
point. 

2.  Love  resembles  the  sndden  blaze  of  a  fire ;  friend- 
ship, the  steady  rays  of  the  sun. 

3.  The  spider's  web  is  like  a  cord,  is  like  a  cable,  com- 
pared to  man's  slender  hold  of  earthly  bliss. 

4.  Heavenly  love  is  like  a  ladder  on  which  men  climb 
up  to  a  likeness  with  God. 

5.  Night,  even  in  the  zenith  of  her  dark  domain,  is 
but  as  sunshine,  compared  to  the  color  of  my  fate. 

Note.  —  Often  a  metaphor  is  expressed  by  a  single  word,  a 
noun,  an  adjective,  or  a  verb,  the  rest  of  the  words  in  the  sen- 
tence being  plain,  and  taken  in  their  ordinary  acceptation.  Thus: 
"  The  sourness  of  her  disposition ; "  that  is,  some  quality  in  her 
disposition  which  is  like  the  sourness  of  certain  material  objects. 
"  Golden  corn  ; "  that  is,  corn  having  a  color  like  that  of  gold. 
"  Inflamed  with  anger ; "  that  is,  affected  by  anger  in  a  manner 
like  to  that  of  a  material  substance  which  is  in  flames. 

Direction.  —  Change  the  following  expressions  from  meta- 
phorical language  to  plain  language : 

1.  Corroding  cares. 

2.  The  head  of  the  class. 

3.  A  ship  ploughing  the  ocean. 

4.  Fields  smiling  with  fertility. 

5.  His  mother's  death  was  a  hea\7'  blow. 

Direction.  —  Change  the  following  expressions  from  plain  to 
metaphorical.  The  words  in  brackets  give  .a  clue  to  the  metaphor 
intended. 

1.  A  soil  needing  fnoisture  [thirst]. 

2.  Time  passes  unperceived  [tread,  step]. 


94  FIRST    LESSONS    IN    COMPOSITION. 

3.  He  has  an  easy  life  [stream,  smooth], 

4.  Ignorance  will  cease  [cloud,  roll  awayj. 

5.  The  cannon  made  a  great  noise  [thunder]. 

DiKECTiON.  —  Make  up  a  sentence  containing  a  metaphor, 
about  each  of  the  following  subjects: 

1.  Riches.  4.  Beauty. 

2.  Anger.  5.  Old  age. 

3.  The  tongue.  6.  Childhood. 


-o-o>®4oo- 


COMPOSITIONS. 

Direction.  —  Make  a  composition  of  not  less  than  fifteen 
sentences  on  eacb  of  the  following  subjects,  and  in  each  composi- 
tion use  at  least  one  Metaphor  and  one  Simile : 

1.  My  opposite  neighbor. 

2.  Pussy's  counsels  to  her  kittens. 

3.  What  I  saw  in  the  mermaids'  cavern. 

4.  A  girl's  advice  to  her  dolly  before  sending  her  to 
school. 

5.  The  hen's  advice  to  her  chickens  before  going  out 
into  the  field. 


CHAPTER    III. 


Metonymy. 


Example. 
ruin. 


•  The  hotth  was  the  cause  of  this  man's 


Note  1.  —  Here  the  meauiag  is  that  what  is  contained  in  the 
bottle,  that  is,  intoxicating  liquor,  caused  the  man's  ruin.  The 
container  is  used  for  the  thing  contained.  A  change  like  this  is 
called  a  Metonymy.  Metonymy  means  a  change  of  name.  It  is 
calling  a  thing,  not  by  its  own  name,  but  by  the  name  of  some- 
thing else  with  which  it  is  connected. 

Note  2.  —  The  principal  Metonymies  are  the  following: 

1.  Container  for  thing  contained. 

2.  Cause  for  effect :  "  The  letter  is  written  in  a  beautiful  hand;  " 
that  is,  "  handwriting." 

3.  Effect  for  cause :  "  Man  shall  live  by  the  sweat  of  his  brow ; " 
that  is,  by  the  labor  which  causes  sweat. 

4.  Sign  for  thing  signified :  "  He  assumed  the  sceptre;  "  that  is, 
the  sovereignty. 

Example.  —  I  have  been  reading  Shakespeare. 
Plain.  —  I  have  been  reading  Shakespeare's  writings. 

Direction.  —  Copy  the  following  sentences,  marking  the 
metonymy  in  each,  and  then  writing  the  sentence  over  again, 
changing  it  to  plain  language : 

96 


96  FIRST    LESSONS    IN    COMPOSITION. 

1.  The  kettle  boils. 

2.  The  chair  decides. 

3.  He  smokes  his  pipe. 

4.  The  man  has  a  long  purse. 

5.  Napoleon  assumed  the  purple. 

6.  The  pulpit   everywhere   is  the  advocate  of  temr- 
perance. 

Direction.  —  Change  the  language  of  the  following  sentences 
so  as  to  introduce  a  metonymy  into  each : 

1.  The  men  were  fighting  for  their  homes  and  their 
religion. 

2.  Literature  has  a  mighty  influence  in  public  affairs. 

3.  Judges  and  lawyers  united  in  condemnation  of  the 
practice. 

4.  At  the  present  day,  the  newspaper  is  a  power  in  the 
land. 

5.  Old  age  should  be  treated  with  reverence. 

Direction.  —  Make  up  a  sentence  containing  a  metonymy, 
about  each  of  the  following  subjects : 

1.  Voting.  4.  War. 

2.  The  kingly  office.  5.  Cavalry  and  infantry. 

3.  The  Presidential  office.    6.  Popular  education. 

——tyO^^OO 


COMPOSITIONS. 

Direction.  —  Make  up  not  less  than  twenty  sentences  about 
each  of  the  following  subjects  : 

1.  The  horrors  of  war. 

2.  Reading  the  newspaper. 

3.  The  advantages  of  reading  poetry. 

4.  Things  to  be  observed  in  conversation. 

5.  Modes  of  travel  in  different  ages  of  the  world. 


CHAPTER    IV, 


Synecdoche. 


Example.  —  The  superintendent  reported  that  he 
would  need  five  hands  £men]  more  to  get  the  work  done 
in  time. 

Note.  —  Hand  is  here  used  for  man,  a  part  for  the  whole. 
When  a  part  is  thus  used  for  the  whole,  or  the  whole  for  a  part, 
it  is  called  Synecdoche. 

Direction.  —  Copy  the  following  sentences,  .marking  in  each 
case  the  word  used  as  a  Synecdoche,  and  inserting  after  it  in 
brackets  the  word  for  which  it  is  used. 

1.  He  abjured  all  roofs,  and  dwelt  in  the  forest. 

2.  The  colt  will  be  three  years  old  next  grass. 

3.  The  sailor's  home  is  on  the  wave. 

4.  From  some  points  on  the  Hudson  fifty  sail  can  be 
seen  at  once. 

5.  He  was  an  old  man  of  eighty  winters. 

Direction'.  —  Change  the  following  sentences  so  as  to  intro- 
duce a  Synecdoche  into  each : 

J.  A  ship  was  seen  at  a  distance. 

2.  ISIy  house  shall  ahvays  shelter  you. 

3.  She  was  a  maiden  of  sixteen  years. 

9  97 


98  FIEST    LESSONS    IN    COMPOSITION. 

4.  There  were  sixty  horsemen  attached  to  the  regiment. 

5.  There  were  one  hundred  and  twenty  cattle  in  the 
drove. 

»o^<Koo 

COMPOSITIONS. 

Direction.  —  Make  up  not  less  than  twenty  sentences  about 
each  of  the  followhig  subjects,  and  mark  with  itahcs  any  Similes, 
Metaphors,  Metonymies,  or  Synecdoches  that  you  may  use. 

1.  The  importance  of  commerce. 

2.  The  importance  of  agriculture. 

3.  The  pleasures  of  school  life. 

4.  The  vexations  of  school  life. 

5.  The  advantages  of  an  educated  person  over  one  not 
educated. 


CHAPTER    V. 


Interrogation. 


Example.  —  "  Who  goeth  a  warfare  at  any  time  at 
his  own  charges?" 

Note  1. — This  question  is  not  for  the  sake  of  getting  an 
answer,  or  of  learning  anything  on  the  subject,  but  as  an 
emphatic  way  of  saying  that  one  who  enters  military  service 
expects  to  have  at  least  his  expenses  paid.  It  is  a  thing  that 
admits  of  no  question.  Who  ever  heard  of  its  being  otherwise? 
When  a  question  is  thus  asked,  not  for  the  purj^ose  of  getting  an 
answer,  but  as  a  means  of  expressing  one's  opinion  more  strongly, 
the  figure  is  called  Interrogation. 

Note  2. — A  negative  Interrogation  affirms.  "Am  I  not  an 
apostle  ?  "  means,  I  am  an  apostle.  On  the  other  hand,  an  afiirm- 
ative  Interrogation  denies.  "  Who  hath  believed  our  report  ?  " 
means,  No  one  has  believed  our  report. 

Direction.  —  Copy  the  following  Interrogations,  and  after 
each,  write  it  changed  to  plain  language : 

1.  Do  we  provoke  the  Lord  to  jealousy?  Are  we 
stronger  than  he  ? 

2.  Who  planteth  a  vineyard,  and  eateth  not  of  the 
fruit  of  the  vineyard  ?  Who  feedeth  a  flock,  and  eateth 
not  of  the  milk  of  the  flock  ? 

3.  Have  I  not  seen  Jesus  Christ  our  Lord  ?  Are  not 
ye  my  work  in  the  Lord  ? 

99 


100         FIRST    LESSONS    IN    COMPOSITION. 
t 

4.  Who  shall  lay  anything  to  the  charge  of  God's 
elect  ?  Who  shall  separate  us  from  the  love  of  Christ  ? 
Shall  tribulation,  or  distress,  or  persecution,  or  famine, 
or  nakedness,  or  peril,  or  sword  ? 

5.  Is  this  then  worst, 
Thus  sitting,  thus  consulting,  thus  in  arms? 

Direction'.  —  Write  a  sentence,  expressing  a  very  strong  and 
decided  opinion  about  each  of  the  following  subjects,  but  putting 
your  opinion  into  the  form  of  an  Interrogation : 

1.  A  love  for  home. 

2.  The  sin  of  lying. 

3.  The  existence  of  God. 

4.  The  immortality  of  the  soul. 

5.  The  immensity  of  the  universe. 


-o-oJSpJoo- 


COMPOSITIONS. 

DiEECTiON.  —  Make  up  not  less  than  twenty  sentences  about 
each  of  the  following  subjects,  and  mark  with  italics  any  Similes, 
Metaphors,  Metonymies,  Synecdoches,  or  Interrogations  which 
you  may  use : 

1.  The  Suez  Canal. 

2.  The  Gulf  Stream. 

3.  The  Pacific  Railroad. 

4.  The  Atlantic  Telegraph. 

5.  Difference  between  Spring  and  Fall. 

6.  Difference  between  Summer  and  Winter. 


CHAPTER    VI. 


PKRSON  I  FI  CATION. 


Example.  —  "  The  mouutaius  sing  together,  the  hills 
rejoice,  and  clap  their  hands.'' 

KoTE.  —  Here  it  is  not  meant  literally  that  the  mountains  sing, 
that  the  hills  rejoice  and  clap  their  hands.  These  are  acts  which 
can  be  performed  by  persons  only,  and  not  by  mountains  and 
hills.  When  any  thing  which  belongs  to  living  things  only  is 
thus  attributed  to  inanimate  objects,  the  figure  is  called  Personi- 
fication. 

Direction.  —  Copy  the  following  sentences,  marking  in  each 
the  word  or  words  which  indicate  personification. 

1.  Nature  sighing,  through  all  her  works,  gave  signs 
of  woe. 

2.  The  wilderness  and  the  solitary  place  shall  be  glad. 

3.  The  voice  of  thy  brother's  blood  crieth  unto  me  from 
the  ground. 

4.  AVhen  summer  reigijs,  the  flowers  rejoice. 

5.  Full  many  a  flower  is  born  to  blush  unseen. 

Direction.  —  Change  the  following  sentences,  introducing  a 
Personification  into  each : 


1.  There  was  a  pestilence  in  the  land. 
9* 


101 


102        FIRST    LESSONS    IN    COMPOSITION. 

2.  The  waters   came   down   over   the  precipice  with 
overwhelming  force. 

3.  The  man  has  immense  wealth. 

4.  There  was  a  violent  storm  on  the  ocean. 

5.  The  locomotive  went  over  the    embankment,  and 
sent  forth  a  terrific  noise  as  it  fell  into  the  abyss. 

Direction. — Make  up  a  sentence  about  each  of  the  following 
subjects,  and  introduce  a  personification  into  each  sentence: 

1.  Time.  4.  The  sun. 

2.  Death.  5.  The  moon. 

3.  Disease.  6.  The  tide. 


COMPOSITIONS. 

Direction.  —  Make  up  not  less  than  twenty  sentences  about 
each  of  the  following  subjects,  and  mark  with  italics  any  Similes, 
Metaphors,  or  other  figures  that  you  may  use : 

1.  Air  castles. 

2.  John  Chinaman. 

3.  The  coming  man. 

4.  The  long  summer  days. 

5.  The  long  winter  nights. 

6.  The  character  of  the  American  Indian. 

-i ooJiS^oo 


SUBJECTS  FOR  COMPOSITION. 

1.  What  I  intend  to  do  next  vacation. 

2.  What  I  did  last  vacation. 

3.  An  hour   in   Hollywood  [or   any  other  cemetery 
with  which  the  pupil  is  familiar]. 


PERSONIFICATION.  103 

4.  Is  travelling  by  railroad,  or  travelling  by  steam- 
boat, most  agreeable  ? 

6.  The  pleasures  of  memorj\ 

6.  What   I   can   recollect  of  the  first  school  that  I 
attended. 

7.  Some  account  of  the  oldest  person  I  ever  knew. 

8.  A  description  of  a  snow-storm. 

9.  Some  of  the  rules  of  behavior  which  a  young  per- 
son should  observe. 

10.  Reflections  suitable  for  one's  birthday. 

11.  Reflections  suitable  for  Christmas. 

12.  Things  which  are  a  hindrance  to  study. 

13.  Is  the  country  more  beautiful  in  spring,  or  in 
autumn  ? 

14.  Is  the  city,  or  the  country,  most  desirable  for  a 
residence  ? 

15.  The  pleasure  of  conversation. 

16.  Uses  of  the  ocean. 

17.  Uses  of  the  mountains. 

18.  Thoughts  suggested  by  looking  up  into  the  starry 
heavens. 

19.  A  description  of  my  birthplace. 

20.  A  description  of  a  marriage  ceremony  which   I 
once  witnessed. 

21.  Recollections  of  an  evening  party. 

22.  The  importance  of  perseverance. 

23.  My  first  school-book. 

24.  The  evils  of  carelessness. 

25.  A  history  of  my  pets. 

26.  Difference  between  the  two  disciples,  John   and 
Peter. 

27.  Diifercnce  between  Moses  and  Joshua. 

28.  Some  of   the  changes  that  William  Penn  might 
notice,  were  he  now  to  visit  Philadelphia. 


104         FIRST    LESSONS    IN    COMPOSITION. 

29.  Some    of  the   changes   that    Hendrick    Hudson 
might  notice,  were  he  now  to  sail  up  the  Hudson. 

30.  Guesses  at  what  one  may  see  in  the  year  1900. 

31.  Is  it  desirable  that  large  numbers  of  the  Chinese 
should  settle  in  this  country  ? 

32.  Is  a  fondness  for  flowers,  or  a  fondness  for  birds, 
most  to  be  cultivated  by  the  young  ? 

33.  The  evils  of  a  quarrelsome  disposition. 

34.  Some  of  the  miseries  of  school-life. 

35.  My  favorite  game,  and  what  I  have  to  say  in  its 
defence. 

36.  My  first  friend,  and  what  has  become  of  him  [or 
her]. 

37.  What  the  cricket  on  the  hearth  told  me  one  even- 
ing, when  we  were  all  alone  together. 

38.  Advantages  of  studying  history. 

39.  Source  of  anxiety  to  one  who  lives  by  farming. 

40.  What  kind  of  life  affords  the  greatest  promise  of 
happiness  ? 

41.  A  description  of  my  home. 

42.  An  account  of  the  town  or  place  I  live  in. 

43.  A  history  of  my  skates. 

44.  A  history  of  my  work-basket. 

45.  Our  old  family  clock. 

46.  What  I  saw  at  the  fair. 

47.  My  grandfather's  watch. 

48.  Which  profession  do  you  think  most  desirable  ? 

49.  How  to  travel,  so  as  to  get  the  greatest  benefit  and 
pleasure  from  it. 

50.  The  miser  and  the  spendthrift. 

51.  Rainy  Saturdays. 

52.  W^hen  and  how  I  learn  my  lessons. 

53.  The  treatment  of  the  Indians  by  the  white  men. , 


PERSONIFICATION.  105 

54.  Life  in  the  mountains. - 

55.  What  I  know  about  Egypt. 

56.  Life  in  a  coal  mine. 

57.  My  motto,  and  what  it  means. 

58.  "What  the  man  in  the  moon  sees  when  he  passes 
over  our  place. 

59.  Blowing  soap-bubbles. 

60.  The  advantages  of  being  a  good  penman. 

61.  The  effect  of  scenery  upon  national  character. 

62.  Means  by  which  a  love  of  country  may  be  pro- 
moted. 

63.  How  to  make  children  fond  of  home. 

64.  Duties  which  I  owe  to  my  father  and  mother. 

65.  Things  to  be  observed  in  the  intercourse  between 
brothers  and  sisters. 

6Q.  Tilings  to  be  observed  by  scholars  in  their  way  to 
and  from  school. 

67.  A  description  of  the  hottest  day  that  I  can  re- 
member, and  what  Ave  did  to  keep  ourselves  cool. 

68.  A  description  of  the  coldest  clay  that  I  can  re- 
member, and  what  we  did  to  keep  ourselves  warm. 

69.  The  different  kinds  of  fur  used,  and  where  they 
come  from. 

70.  How  candles  are  made. 

71.  Manners  and  customs  among  the  Chinese  [or  any 
other  foreign  nation]. 

72.  Different  kinds  of  lace,  where  and  how  made. 

73.  Waiting  for  something  to  turn  up. 

74.  Is  coal  or  iron  more  important  to  mankind? 

75.  Lotteries  at  church  fairs. 

76.  The  influence  of  circus  exhibitions. 

77.  An  excursion  by  steamboat  on  the  Potomac  [or 
any  other  river  with  which  the  scholar  is  familiar]. 


106         FIRST    LESSONS    IN    COMPOSITION. 

78.  A  journey  by  railroad  from  Chicago  to  Dubuque 
[or  any  other  route  with  which  the  scholar  is  familiar]. 

79.  Some  of  the  discomforts  of  travel. 

80.  Importance  of  having  a  good  memory,  and  means 
of  improving  it. 

81.  Some  of  the  pleasures  of  travelling  on  foot. 

82.  Importance  of  cultivating  a  talent  for  conversa- 
tion. 

83.  An  imaginary  diary  kept  by  a  scholar  during  the 
first  week  of  the  term. 

84.  The  experiences  of  a  penny,  as  related  by  itself,  to 
the  little  girl  who  holds  it  in  her  hand. 

85.  A  dialogue  between  two  dollies,  Minnie  and 
Susan,  about  their  mother. 

86.  A  dialogue  between  two  boys,  James  and  William, 
about  the  choice  of  amusements ;  James  arguing  for  fish- 
ing, and  William  arguing  for  skating. 

87.  A  dialogue  between  two  girls,  Emma  and  Lucy, 
about  the  choice  of  studies ;  Emma  arguing  for  grammar, 
and  Lucy  for  history. 

88.  A  dialogue  between  two  teachers  about  the  choice 
of  scholars;  one  preferring  to  teach  boys,  and  the  other 
preferring  to  teach  girls. 


y 


Appendix. 

Punctuation  and  Capitals. 


The  principal  Points  are  five;  namely, 

1.  The  Comma,  , 

2.  The  Semicolon,  ; 

3.  The  Colon,  : 

4.  The  Period, 

6.  The  Interrogation,  ? 

Note.  —  For  a  full  illustration  of  the  rules  and  exercises  in 
this  part  of  the  book,  the  teacher  is  referred  to  my  larger  work, 
"Composition  and  Rhetoric,"  where  the  subject  of  Punctuation 
is  treated  at  length. 

Besides  the  five  points  just  named,  several  other  characters  are 
used  for  similar  purposes.  The  most  common  of  these  are  the 
following : 

The  Exclamation,  ! 

The  Dash,  — 

The  Parenthesis,  •  (  ) 

The  Bracket,  [  ] 

The  Quotation,  "  " 

The  Apostrophe,         ' 

107 


108         FIRST    LESSONS    IN    COMPOSITION. 


SECTION  I.— The  Comma. 

The  Comma  marks  the  smallest  of  the  grammatical  divisions 
of  discourse  that  require  a  point. 

Rule  1.  Parenthetical  Expressions.  — Phrases  and  single 
words,  used  parenthetically,  should  be  separated  from  the  rest  of 
the  sentence  by  commas.* 

Note  1.  —  Some  of  the  phrases  in  common  use,  which  require 
to  be  separated  from  the  rest  of  the  sentence  by  commas,  are  the 
following: 

in  short,  in  truth,  to  be  sure, 

in  fact,  as  it  were,  to  be  brief, 

in  fine,  as  it  happens,  after  all, 

in  reality,  no  doubt,  you  know, 

in  brief,  in  a  word,  of  course. 

Note  2.  —  Some  of  the  single  words  used  parenthetically,  and 
ordinarily  requiring  to  be  separated  from  the  rest  of  the  sentence 
by  commas,  are  the  following : 

therefore,  namely, 

then,  consequently, 

however,  indeed, 

gerhaps,  too. 


moreover, 
surely,        - 
accordingly, 
finally. 


Examples  for  Practice.! 

1.  Gentleness  is  in  truth  the  great  avenue  to  real  en- 
joyment. 


*  It  is  not  intended  that  theseViles  and  definitions  shonld  be  committed  to  memory 
bv  the  pupil.     They  are  merely  to  guide  him  in  correctins  the  exercises. 

■fTo  THE  Te.\cher.  — 1.  In  these  and  the  otlier  examples  for  practice  which  will 
be  given  in  I'unctuation,  constant  via:Uaiice  must  be  used  to  prevent  the  pupils 
from  marJciJig  the  cfrt-rectinns  in  the,  honk.  A  book  so  marked  is  valueless  for  the  pur- 
pose of  study  or  instruction.  It  should  at  once  be  destroyed  and  replaced  by  a  new 
copy  at  the  expense  of  the  oflfendiug  party.    A  stated  inspection  of  the  books,  for  the 


PUNCTUATION.  109 

2.  The  locomotive  bellows  as  it  were  from  tlie  fury  of 
passion. 

3.  He  knows  very  well  come  what  may  that  the  note 
will  be  paid. 

4.  He  had  no  doubt  great  aptitude  for  learniug  lan- 
guages. 

5.  He  went  home  accordingly  and  arranged  his  busi- 
ness in  the  manner  described. 

6.  There  are  in  truth  only  two  things  to  be  considered 
namely  his  honesty  and  his  ability. 

7.  Come  then  and  let  us  reason  together. 
^>  8.  No  nation  in  short  is  free  from  danger. 

9.  When  however  the  hour  for  the  trial  came,  the  man 
was  not  to  be  found. 

10.  Why  those  are  the  very  books  you  want. 

11.  I  proceed    fourthly  to  prove  the  fact  from  your 
own  admissions. 

12.  On  the  other  hand  there  is  great  danger  in  delay. 

13.  We  must  however  pay  some  respect  to  the  opinions 
of  one  who  has  had  so  large  an  experience. 

14.  I  have  shown  how  just  and  equitable  the  arrange- 
ment is  ;  and  now  what  is  the  fair  conclusion  ? 

15.  Attend  first  to  the  study  of  arithmetic;  and  sec- 
ondlv  to  that  of  alg-ebra. 

16.  If  I  cannot  induce  you  to  grant  my  request,  why 
I  shall  almost  regret  having  made  it. 


purpose  of  preventing  this  fraud,  is  as  necessary  a  part  of  the  teacher's  duty,  as  it  is 
to  examine  the  exercises  presented. 

2.  The  exercises  should  not  be  brought  in  written  out  beforehand,  but  should  in  all 
cases  be  written  in  the  classroom.  This  should  be  considered  an  essential  part  of  the 
recitation.  There  is  no  other  way  of  ascertaining  that  the  pupil  makes  the  correc- 
tions from  his  own  independent  judgment,  and  unless  he  does  this,  the  exercise  is  a 
mere  waste  of  time. 

;{.  In  most  cases,  the  following  will  be  found  a  convenient  mode  of  procedure. 
1.  Let  the  students  seriatim  present  tlieir  books  at  the  teachers  desk  for  inspection, 
each  book,  as  presented,  being  open  at  the  page  containing  the  lesson,  and  let  the 
books  remain  there  piled,  until  the  lesson  is  over.  2.  Let  the  teacher  dictate  the 
examples,  and  the  students  write  and  correct  them,  using  for  this  purpose  either  the 
blackboards,  slates,  or  paper,  according  to  circumstances. 

10 


110         FIRST    LESSONS    IN    COMPOSITION. 

17.  But  on  the  other  hand  do  not  suppose  that  there 
is  no  use  in  trying. 

18.  Feudalism  is  in  fact,  the  embodiment  of  pride. 

1 9.  The  meeting  after  all  was  something  of  a  failure. 

20.  Besides  it  may  be  of  the  greatest  importance  to 
you  in  your  business. 

21.  Thou  knowest  come  what  may  that  the  light  of 
truth  can  never  be  put  out. 


EuLE  2.  Intermediate  Expressions.  —  Clauses  and  expres- 
sions, not  parenthetical  in  character,  yet  so  placed  as  to  come 
between  some  of  the  essential  jiarts  of  the  sentence,  as,  for  in- 
stance, between  the  subject  and  the  predicate,  may  be  called 
intermediate  expressions,  and  they  should  be  separated  from  the 
rest  of  the  sentence  by  commas. 

Examples  for  Practice. 

1.  Classical  studies  regarded  merely  as  a  means  of  cul- 
ture are  deserving  of  general  attention. 

2.  The  sun  with  all  its  train  of  attendant  planets  is 
but  a  small  and  inconsiderable  portion  of  the  universe. 

3.  We  have  endeavored  in  the  preceding  paragraph  to 
show  the  incorrectness  of  his  position. 

4.  Nature  through  all  her  works  delights  in  variety 

5.  The  speaker  proceeded  with  the  greatest  animation 
to  depict  the  horrors  of  the  scene. 

6.  Christianity  is  in  a  most  important  sense  the  reli- 
gion of  sorrow. 

7.  A  man  of  great  wealth  may  for  want  of  education 
and  refinement  of  manner  be  a  mere  cipher  in  society. 

8.  Truth  like  gold  shines  brighter  by  collision. 

9.  Charity  on  whatever  side  we  contemplate  it  is  one 
of  the  highest  Christian  graces. 


PUNCTUATION.  Ill 

10.  One  hour  a  day  steadily  given  to  a  particular 
study  will  bring  in  time  large  accumulations. 

■  =  ■ 

Rule  3.  Dependekt  Clauses.  —  A  depeudent  clause  should 
be  separated  by  a  comma,  or  by  commas,  from  the  clause  upon 
yy-,  which  it  depends. 

Examples  for  Practice. 

[N.  B.  In  punctuating  these  examples  and  those  which  are  to  follow, 
insert  not  only  the  points  required  by  the  rule  under  consideration,  but  also 
those  required  by  the  preceding  rules.] 

1.  If  you  would  succeed  in  business  be  punctual  in 
observing  your  engagements. 
^\s\    2.  Every  man  if  he  would  succeed  in  business  must 
be  punctual  in  observing  his  engagements. 

3.  The  days  in  December  you  know  are  at  their  short- 
est and  therefore  you  must  rise  by  the  dawn  if  you  would 
have  much  daylight. 

4.  The  index  at  the  end  of  the  book  will  enable  the 
pupil  if  his  memory  fail  him  to  discover  the  particular 
rule  which  he  needs. 

5.  The  reader  should  however  as  he  proceeds  from  sen- 
tence to  sentence  make  a  note  of  whatever  strikes  his  at- 
tention. 

6.  The  good  w^hich  you  do  may  not  be  lost  though  it 
may  be  forgotten. 

7.  Good  deeds  though  forgotten  are  not  in  every  case 
lost. 

8.  John  went  last  year  to  Canton  where  he  is  doing 
they  say  an  excellent  business. 

9.  If  wishes  were  horses  beggars  might  ride. 

10.  Unless  you  bridle  your  tongue  you  will  assuredly 
be  shut  out  from  good  society. 


112         FIRST    LESSONS    IN    COMPOSITION. 

11.  We  should  in  all  probability  be  ashamed  of  much 
that  we  boast  of  could  the  world  see  our  real  motive. 

12.  Attend  that  you  may  receive  instruction. 

13.  You  may  go  home  as  soon  as  you  like. 

14.  One  object  of  studying  rhetoric  is  that  we  may 
compose  better. 

1 5.  He  studied  rhetoric  in  order  that  he  might  become 
a  better  writer. 


i-^ 


EuLE  4.  Eelative  Clauses.  —  A  clause  introduced  by  a  rela- 
:ve  pronoun  should  be  separated  from  the  rest  of  the  sentence 
by  commas,  unless  the  clause  is  restrictive  in  its  character. 


jSToTE.  — The  teacher  should  refer  to  the  larger  book,  "Com- 
position and  Ehetoric,"  for  an  explanation  of  what  clauses  are 
to  be  considered  restrictive. 

Examples  for  Practice. 

1.  A  fierce  spirit  of  rivalry  which  is  at  all  times  a 
dangerous  passion  had  now  taken  full  possession  of  him. 

2.  T-i;e  spirit  which  actuated  him  was  a  thirst  for  ven- 
geance. 

3.  The  man  of  letters  who  has  constantly  before  him 
examples  of  excellence  ought  himself  to  be  a  pattern  of 
excellence. 

4.  Books  which  are  the  repositories  of  knowledge  are 
an  indispensable  part  of  the  furniture  of  a  house. 

5.  Every  teacher  must  love  a  pupil  Avho  is  docile. 

6.  The  child  was  much  attached  to  his  teacher  who 
loved  him  dearly. 

7.  Patriotism  consists  in  loving  the  country  in  which 
we  are  born. 

8.  The  eye  which  sees  all  things  is  unseen  to  itself. 

9.  Death  is  the  season  which  tests  our  principles. 


PUNCTUATION.  113 

10.  Civil  war  is  an  awful  evil  of  which  however  his- 
tory furnishes  many  examples, 
^    11.  No  man  can  be  thoroughly  proficient  in  navigation 
who  has  never  been  at  sea. 

12.  The  father  of  Epic  poetry  is  Homer  who  has  given 
us  in  the  Iliad  the  story  of  Troy  divine. 

13.  The  powers  which  now  move  the  world  are  the 
printing-press  and  the  telegraph. 

14.  America  may  well  boast  of  her  Washington  whose 
character  and  fame  are  the  common  property  of  the  world. 

15.  The  man  who  uses  profane  language  condemns  the 
man  who  takes  his  neighbor's  property  though  both  in 
the  eyes  of  God  are  alike  guilty. 

^>^  K>« 

\  Rule  5.  Co-ordixate  Clauses.  —  In  continued  sentences, 
the  several  co-ordinate  clauses  or  members,  if  simple  in  construc- 
tion, are  separated  from  each,  other  by  commas. 

Examples  for  Practice. 

\^  1.  Crafty  men    contemn  studies  simple  men    admire 
them  and  wise  men  use  them. 

2.  Speak  as  you  mean  do  as  you  profess  perform  what 
you  promise. 

3.  Caesar  was  dead  the  senators  were  dispersed  all 
Rome  was  in  confusion. 

4.  Modern  engineering  spans  whole  continents  tunnels 
alike  mountains  and  rivers  and  dykes  out  old  ocean  him- 
self. 


Rule  6.  Expressions  ix  the  same  Coxstructiox. — Gram- 
matical expressions  forming  a  series  in  the  same  construction 
should  be  separated  from  each  other,  and  from  what  follows,  by 
a  comma. 
10* 


114       first   lessons   in   composition. 

Examples  for  Practice. 

1.  Love  for  study  a  desire  to  do  right  and  carefulness 
in  the  choice  of  friends  are  important  traits  of  character. 

2.  To  cleanse  our  opinions  from  falsehood  our  hearts 
from  malignity  and  our  actions  from  vice  is  our  chief 
concern. 

3.  Did  God  create  for  the  poor  a  coarser  earth  a  thin- 
ner air  a  paler  sky  ? 

4.  Infinite  space  endless  numbers  and  eternal  duration 
till  the  mind  with  great  ideas. 

5.  On  the  rich  and  the  eloquent  on  nobles  and  priests 
the  Puritans  looked  down  with  contempt. 


^  EuLE  7.  "Words  in  the  same  Constructioi^.  —  When  words 
of  the  same  kind  follow'  each  other  in  a  series,  in  the  same  gram- 
matical construction,  the  following  three  cases  may  arise : 

1.  There  may  be  a  coDJunction  between  each  two  of  the  words;  as,  "In- 
dustry and  honesty  and  frugality  and  temperance  are  among  the  cardinal 
virtues,"  In  this  case,  none  of  the  words  in  the  series  are  to  be  separated 
by  commas. 

2.  The  conjunction  may  be  omitted,  except  between  the  last  two  of  the 
words:  as,  "Industry,  honesty,  frugality,  and  temperance  are  among  the 
cardinal  virtues."  In  this  case,  all  the  words  are  to  be  separated  from  each 
other  by  commas. 

3.  The  conjunction  may  be  omitted  between  the  last  two  words,  as  well 
as  between  the  others;  as,  '■  Industry',  honest}-,  frugality,  temperance,  are 
among  the  cardinal  virtues."  In  this  case,  not  onl^'  all  the  words  of  the 
series  are  to  be  separated  from  each  other  by  commas,  Init  a  comma  is  to  be 
inserted  also  after  the  last  word,  to  separate  it  from  what  follows. 

Note.  —  A  comma  is  not  in  any  case  to  be  inserted  after  the  last  word  of 
a  series,  if  what  follows  is  only  a  single  word ;  as,  "  The  good  will  form 
hereafter  stronger,  purer,  holier  ties." 

Examples  eor  Practice. 

1.  He  was  brave  and  2:)ious  and  patriotic  in  all  his 
aspirations. 


PUNCTUATION.  115 

2.  He  was  brave  pious  and  patriotic  in  all  his  aspira- 
tions. 

3.  He  was  brave  pious  patriotic  in  all  his  aspirations. 

4.  He  was  a  brave  pious  patriotic  man. 

5.  Aright   aleft   above  below  he  whirled   the   rapid 
sword. 

6.  The  address  was  beautifully  elegantly  and  forcibly 
written. 

7.  Can  flattery  soothe  the  dull  cold  ear  of  death  ? 

8.  AMthin  around  and  above  us  we  see  traces  of  the 
Creator's  hand. 

9.  We  are  fearfully  wonderfully  made. 
LO.  The  sun  the  moon  the  planets  the  stars  revolve. 

11.  The  sun  the  moon  the  planets  the  stars  are  all  in 
motion. 

12.  The  sun  the  moon  the  planets  and  the  stars  are  all 
in  motion. 

13.  Virtue  religion  is  the  one  thing  needful. 

14.  It  is  a  useful  accomplishment  to  be  able  to  read 
write  spell  or  cipher  with  accuracy. 

15.  Woe  woe  to  the  rider  that  tramples  them  down. 

16.  Aristotle  Hamilton  Whately  and  McCosh  are  high 
authorities  in  logic. 

17.  Lend  lend  your  wings. 

18.  The  earth  the  air  the  water  teem  with  life. 

19.  Grand  ideas  and  sentiments  elevate  and  ennoble 
the  mind. 


Rule  8.  Words  or  Phrases  in  Pairs.  —  A  series  of  words 
or  phrases  in  pairs  take  a  comma  after  each.  pair. 

Examples  for  Practice. 

1.  Anarchy  and  confusion  poverty  and  distress  deso- 
lation and  ruin  are  the  consequences  of  civil  war. 


116         FIRST    LESSONS    IN    COMPOSITION. 

2.  Truth  and  integrity  kindness  and  modesty  rever- 
ence and  devotion  were  all  remarked  in  him. 

3.  The  poor  and  the  rich  the  weak  and  the  strong  the 
young  and  the  old  have  one  common  Father. 

4.  To  have  and  to  hold  for  better  for  worse  for  richer 
for  poorer  in  sickness  and  in  health  to  love  and  to  cherish. 

5.  Eating  or  drinking  laboring  or  sleeping  let  us  do 
all  in  moderation. 

EuLE  9.  Nouns  in  Apposition.  —  When  a  noun  is  in  appo- 
sition to  some  preceding  noun  or  pronoun,  and  has  an  adjunct 
consisting  of  several  words,  the  said  noun  and  all  its  connected 
words  should  be  separated  from  the  rest  of  the  sentence  by  a 
comma  before  and  a  comma  after. 

Examples  for  Practice. 

1.  We  the  people  of  the  United  States  do  hereby  or- 
dain and  establish  this  Constitution. 

2.  Paul  the  great  apostle  of  the  Gentiles  was  a  man  of 
energy. 

3.  Virgil  the  chief  poet  among  the  Romans  was  fond 
of  rural  life. 

4.  The  English  dramatic  poet  Shakspeare  is  now  con- 
sidered the  greatest  of  writers  ancient  or  modern. 

5.  Newton  the  great  mathematician  was  a  devout  be- 
liever in  Christianity. 

6.  Spenser  the  author  of  the  Faery  Queen  lived  in  the 
time  of  Queen  Elizabeth. 

7.  Plutarch  calls,  anger  a  brief  madness. 

8.  The  chief  work  of  Chaucer  the  Canterbury  Tales 
suggested  to  Longfellow  the  plan  of  the  Tales  of  a  Way- 
side Inn. 

9.  The  wisest  of  the  ancients  Socrates  wrote  notliing. 


PUNCTUATION.  117 

10.  Much  stress  was  laid  by  the  greatest  of  the  ancient 
orators  Demosthenes  upon  delivery. 


EuLE  10.  The  Vocative  Case.  —  A  noun  in  the  vocative 
case,  or  case  independent,  as  it  is  called,  together  with  its  adjunct 
words,  should  be  separated  from  the  rest  of  the  sentence  by  a 
comma,  or  commas. 

Examples  for  Peactice. 

1.  Accept  my  dear  young  friends  this  expression  of 
my  regard. 

2.  I  beg  sir  to  acknowledge  the  receipt  of  your  favor. 

3.  I  rise  Mr.  President  to  a  point  of  order. 

4.  Show  pity  Lord  !  O  Lord  forgive  ! 

5.  Remember  sir  you  cannot  have  it. 


EuLE  11.  The  Case  Absolute. — A  clause  containing  the 
construction  known  as  the  case  absolute  should  be  separated  from 
the  rest  of  the  sentence  by  a  comma,  or  commas. 

Examples  for  Practice. 

1.  Then  came  Jesus  the  doors  being  shut  and  stood  in 
the  midst. 

2.  A  state  of  ease  is  generally  speaking  more  attain- 
able than  a  state  of  pleasure. 

3.  Shame  lost  all  virtue  is  lost. 

4.  His  father  being  dead  the  prince  ascended  the 
throne. 

5.  I  being  in  the  way  the  Lord  led  me  to  the  house 
of  my  master's  brother. 


118  FIRST    LESSONS    IN    COMPOSITION. 

KuLE  12.  Inverted  Clauses  and  Expressions.  —  A  clause, 
or  a  grammatical  expression,  that  is  inverted,  or  transposed  from 
its  natural  order,  is  separated  from  the  rest  of  the  sentence  by  a 
comma. 

Note.  —  The  infinitive  mood,  especially  when  used  to  express  objector 
design,  is  often  inverted  in  this  way ;  as,  "  To  obtain  an  education,  he  was 
willing  to  make  sacrifices."  The  expressions  To  proceed,  to  conclude,  etc., 
when  placed  at  the  beginning  of  a  paragraph,  and  referring  to  the  whole 
of  it,  should  be  separated  from  what  follows  by  a  colon. 

Examples  for  Practice. 

1.  Awkward  in  person  he  was  ill  adapted  to  gain  re- 
spect. 

2.  Of  all  our  senses  sight  is  the  most  important. 

3.  To  supply  the  deficiency  he  resorted  to  a  shameful 
trick. 

4.  Living  in  filth  the  poor  cease  to  respect  one  another. 

5.  To  confess  the  truth  I  never  greatly  admired  him. 


Rule  13.  Ellipsis  of  the  Verb.  —  In  continued  sentences, 
having,  a  common  verb,  which  is  expressed  in  one  of  the  mem- 
bers, but  omitted  in  the  others,  the  ellipsis  of  the  verb  is  marked 
by  a  comma. 

Examples  for  Practice. 

1.  Reading  maketh  a  full  man;   conference  a  ready 
man ;  writing  an  exact  man. 

2.  Homer  was  the  greater  genius;  Virgil  the  better 
artist. 

3.  Semiramis   built  Babylon;    Dido    Carthage;   and 
Romulus  Rome. 


^: 


/     Eule  14.  Short  Quotations.  —  A  short  quotation,  or  a  sen- 
tence resembling  a  quotation,  should  be  preceded  by  a  comma. 


PUNCTUATION.  119 

Examples  for  Practice. 

1.  Patrick  Henry  began  his  celebrated  speech  by  say- 
ing "It  is  natural  to  man  to  indulge  the  illusions  of 
hope." 

2.  A  good  rule  in  education  is  Learn  to  be  slow  in 
forming  your  opinions. 

3.  I  say  There  is  no  such  thing  as  human  perfection. 

4.  Some  one  justly  remarks  "  It  is  a  great  loss  to  lose 
an  affliction." 


SECTION  II.— The  Semicolon. 

The  Semicolon  marks  a  division  of  a  sentence  somewhat  larger 
and  more  complex  than  that  marked  by  a  comma. 

Note.  — The  word  is  compounded  of  semi,  half,  and  colon,  and  means  a 
division  half  as  large  as  the  colon. 


EuLE  1.  Subdivided  Members.  —  "When  a  compound  sen- 
tence consists  of  two  members,  and  these  members  are  themselves 
subdivided  by  commas,  the  larger  divisions  of  the  sentence  should 
be  separated  by  a  semicolon. 

Examples  for  Practice. 

1.  The  most  ridiculous  weaknesses  seemed  to  meet  in 
the  wretched  Solomon  of  Whitehall  pedantry  buffoonery 
garrulity  low  curiosity  the  most  contemptible  personal 
cowardice. 

2.  jNIcn  reasoned  better  for  example  in  the  time  of 
Elizabeth  than  in  the  time  of  Egbert  and  they  also  wrote 
better  poetry. 

3.  Milton  was  like  Dante  a  statesman  and  a  lover  and 


120         FIRST    LESSONS    IN    COMPOSITION. 

like  Dante  he  had  been  unfortunate  in  ambition  and  in 
love. 

4.  The  Puritans  as  a  body  had  done  their  utmost  to 
decry  and  ruin  literature  and  literature  was  even  with 
them  as  in  the  long  run  it  always  is  with  its  enemies. 

5.  This  is  an  inconsistency  which  more  than  anything 
else  raises  his  character  in  our  estimation  because  it  shows 
how  many  private  tastes  and  feelings  he  sacrificed  in  order 
to  do  what  he  considered  his  duty  to  mankind. 


EuLE  2.  Clauses  having  a  Common  Dependence.  —  When 
several  clauses  or  expressions  of  similar  construction  follow  each 
other  in  a  series,  all  having  a  common  dei^endeuce  upon  some 
other  clause,  they  are  separated  from  each  other  by  a  semicolon, 
and  from  the  clause  on  which  they  all  depend,  by  a  comma. 

Example  :  "  Philosopherf?  assert,  that  nature  is  unlimited  in  her  opera- 
tions ;  that  she  has  inexhaustible  treasures  in  reserve ;  that  knowledge  will 
always  be  progressive;  and  that  all  future  generations  will  continue  to 
make  discoveries." 

Examples  for  Practice. 

1 .  Mr.  Croker  is  perpetually  stopping  us  in  our  pro- 
gress through  the  most  delightful  narrative  in  the  lan- 
guage to  observe  that  really  Dr.  Johnson  was  very  rude 
that  he  talked  more  for  victory  than  he  did  for  truth  that 
his  taste  for  port  wine  with  capilliare  in  it  was  very  odd 
that  Boswell  was  impertinent  and  that  it  was  foolish  in 
Mrs.  Thrale  to  marry  the  music-master. 

2.  To  give  an  early  preference  to  honor  above  gain 
when  they  stand  in  competition  to  despise  every  advan- 
tage which  cannot  be  attained  without  dishonest  acts  to 
brook  no  meanness  and  to  stoop  to  no  dissimulations  are 
the  indications  of  a  great  mind. 


PUNCTUATION.  121 

Rule  3.  Sentences  Connected  in  Meaning,  but  without 
Grammatical  Dependence.  —  When  several  sentences  follow 
each  other,  without  any  grammatical  dependence,  but  connected 
in  meaning,  they  are  usually  separated  from  each  other  by  semi- 
colons. 

Exasiple:  "She  presses  her  child  to  her  heart;  she  drowns  it  in  her 
tears ;  her  fancy  catches  more  than  an  angel's  tongue  can  describe." 

Examples  for  Practice. 

1.  Stones  grow  vegetables  grow  and  live  animals  grow 
live  and  feel. 

2.  The  summer  is  over  and  gone  the  winter  is  here 
with  its  frosts  and  snow  the  wind  howls  in  the  chimney 
at  night  the  beast  in  the  forest  forsakes  its  lair  the  birds 
of  the  air  seek  the  habitation  of  men. 

3.  The  temples  are  profaned  the  soldier's  oath  resounds 
in  the  house  of  God  the  marble  pavement  is  trampled  by 
iron  hoofs  horses  neigh  beside  the  altar. 


EuLE  4.  The  Clause  Additional.  —  When  a  sentence  com- 
plete in  itself  is  followed  by  a  clause  which  is  added  by  way  of 
inference,  explanation,  or  enumeration,  the  additional  clause,  if 
formally  introduced  by  some  connecting  word,  is  separated  from 
the  main  body  of  the  sentence  by  a  semicolon ;  but,  if  merely 
appended  without  any  such  connecting  word,  by  a  colon. 

1.  Appl.y  yourself  to  study ;  for  it  will  redound  to  your  honor. 

2.  Apply  yourself  to  study  :  it  will  redound  to  your  honor. 

Note  1.  —  Some  of  the  connecting  words  most  commonly  used  for  this 
purpose  are  nnmchj,  for,  hat,  yet,  to  u-it,  etc. 

]VoTE  2. — The  word  as,  when  used  to  connect  an  example  with  a  rule, 
ehould  be  preceded  by  a  semicolon  and  followed  by  a  comma. 

Examples  for  Practice. 

1,  Greece  has  given  us  three  great  historians  namely 
Herodotus  Xeuophon  and  Thucydidps. 
11 


122  FIRST    LESSONS    IN    COMPOSITION. 

2.  Some  writers  divide  the  history  of  the  world  into 
four  ages  viz.  the  golden  age  the  silver  age  the  bronze 
age  and  the  iron  age. 

3.  Some  writers  divide  the  history  of  the  world  into 
four  ages  the  golden  age  the  silver  age  the  bronze  age 
and  the  iron  age. 

4.  Cicero  in  his  treatise  on  morals  enunierates  four 
cardinal  virtues  to  wit  Fortitude  Temperance  Justice  and 
Prudence. 


EuLE  5.  A  Geneeal  Term  in  Apposition  to  the  Partic- 
ulars UNDER  IT.  —  When  a  general  term  stands  in  apposition 
to  several  others  which  are  particulars  under  it,  the  general  term 
is  separated  from  the  particulars  by  a  semicolon,  and  the  particu- 
lars are  separated  from  each  other  by  commas. 

Note.  —  If  the  enumeration  of  the  particulars  is  given  with  much  formal- 
ity, so  as  to  make  ttie  several  expressions  complex,  containing  commas  of 
their  own,  then  these  particulars  must  be  separated  from  the  general  term 
by  a  colon,  and  from  each  other  by  semicolons  j  as, — 

Adjective  Pronouns  are  divided  into  three  classes;  Distributive,  Demon- 
strative, and  Indefinite. 

Adjective  Pronouns  are  divided  into  these  three  classes  :  first,  the  Dis- 
tributive, which  are  four  in  number;  secondly,  the  Demonstrative,  which 
are  four;  and  thirdly,  the  Indefinite,  which  are  nine. 


SECTION  III. —The  Colon. 

The  Colon  marks  a  division  of  a  sentence  more  nearly  complete 
than  that  of  a  semicolon. 

Rule  1.  Greater  Divisions  of  Complex  Sentences.  — 
When  the  minor  divisions  of  a  complex  sentence  contain  a  semi- 
colon, the  greater  divisions  should  be  separated  by  a  colon; 
thus,  — 


PUNCTUATION.  123 

As  we  perceive  the  shadow  to  have  moved  along  the  dial,  but  did  not  per- 
ceive it  moving ;  and  it  appears  that  the  grass  has  grown,  though  nobody 
ever  saw  it  grow  :  so  the  advances  we  malve  in  knowledge,  as  they  consist 
of  such  insensible  steps,  are  only  perceivable  by  the  distance. 

EuLE  2.  Before  a  Quotation.  —  A  colon  is  used  before  a 
direct  quotation ;  as, 

Speaking  of  party,  Pope  makes  this  remark :  "  There  never  was  any 
party,  faction,  sect,  or  cabal  whatsoever,  in  which  the  most  ignorant  were 
not  the  most  violent." 

EuLE  3.  Yes  AKD  No.  —  The  words  yes  and  no,  when  in 
answer  to  a  question,  should  be  followed  by  a  colon,  provided 
the  words  which  follow  are  a  continuation  or  repetition  of  the 
answer ;  as,  — 

"  Can  these  words  add  vigor  to  your  hearts  ?  Yes :  they  can  do  it ;  they 
have  often  done  it." 


Examples  for  Practice  on  the  Eijles  for  the  Comma, 
THE  Semicolon,  and  the  Colon. 

[To  THE  Studrnt.  —  This  mark    o  is   inserted   at  the   places  where  a 
point  of  some  kind  is  due.] 

1.  No  one  denies  that  there  are  greater  poets  than 
Horace  o  and  much  has  been  said  in  disparagement  even 
of  some  of  the  merits  most  j)opularly  assigned  to  him  o 
bv  scholars  who  have  o  nevertheless  o  devoted  vears  of 
laborious  study  to  the  correction  of  his  text  or  the  eluci- 
dation of  his  meaning. 

2.  Satire  always  tends  to  dwarf  o  and  it  cannot  fail 
to  caricature  o  but  poetry  does  nothing  o  if  it  does  not 
tend  to  enlarge  and  exalt  o  and  if  it  does  not  seek  rather 
to  beautify  than  deform. 

3.  When  he  invites  Tyndaris  to  his  villa  o  the  spot 
is  brought  before  the  eye  o  the  she-goats  browsing  amid 
the  arbute  and  wild  thyme  o  the  pebbly  slopes  of  Us- 


124         FIRST    LESSONS    IN    COMPOSITION. 

tica  o  the  green  nooks  sheltered  from  the  dog-star  o  tho 
noon-day  entertainment  o  the  light  wines  and  the  lute. 

4.  The  fundamental  characteristic  of  man  is  spiritual 
hunger  o  the  universe  of  thought  and  matter  is  spiritual 
food. 

5.  He  feeds  on  Nature  o  he  feeds  on  ideas  o  he  feeds  o 
through  art  o  science  o  literature  o  and  history  o  on  the 
acts  and  thoughts  of  other  minds. 

6.  It  must  be  observed  o  that  in  suggesting  these  pro- 
cesses o  I  assign  them  no  date  o  nor  do  I  even  insist 
upon  their  order. 

7.  This  is  an  iambic  line  in  which  the  first  foot  is 
formed  of  a  word  and  a  part  of  a  word  o  the  second  and 
third  o  of  parts  taken  from  the  body  or  interior  of  a 
Avord  o  the  fourth  o  of  a  part  and  a  whole  o  the  fifth  o 
of  two  complete  words. 

8.  Melissa  o  like  the  bee  o  gathers  honey  from  every 
weed  o  while  Arachne  o  like  the  spider  o  sucks  poison 
from  the  fairest  flowers. 

9.  The  present  life  is  not  wholly  prosaic  o  precise  o 
tame  o  and  finite  o  to  the  gifted  eye  o  it  abounds  in  the 
poetic. 

10.  Are  these  to  be  conquered  by  all  Europe  united  ? 
No  o  sir  o  no  united  nation  can  be  o  that  has  the  spirit 
to  resolve  not  to  be  conquered. 

11.  Be  our  plain  answer  this  o  The  throne  we  honor 
is  the  people's  choice  o  the  laws  we  reverence  are  our 
brave  fathers'  legacy  o  the  faith  we  follow  teaches  us  to 
live  in  bonds  of  charity  with  all  mankind  o  and  die  with 
hope  of  bliss  beyond  the  grave. 

12.  The  discourse  consisted  of  two  parts  o  in  the  first 
was  shown  the  necessity  of  exercise  o  in  the  second  o 
the  advanta<i:es  that  would  result  from  it. 


PUNCTUATION.  125 

SECTION  IV. —The  Period. 
The  Period  marks  the  completion  of  the  sentence. 

Rule  1.  Complete  Sentences.  —  Sentences  which  are  com- 
plete in  sense,  and  not  connected  in  construction  with  what  fol- 
lows, and  not  exclamatory,  or  interrogatory,  in  their  character, 
should  be  followed  by  a  period. 

EuLE  2.  After  Titles,  etc.  —  A  period  should  be  used  after 
the  title,  or  any  of  the  headings,  of  a  book ;  after  the  author's 
name  and  titles,  on  the  title-page ;  after  the  address  of  a  person, 
on  a  letter  or  note ;  and  after  each  signature  to  a  letter  or  other 
document. 

Rule  3.  After  Abbreviations.  —  A  period  is  used  after  all 
abbreviated  words. 

Note  1.  —  The  most  common  method  of  abbreviation  is  to  use  the  first 
letter  of  a  word  for  the  whole  word,  !is  B.  Franklin  for  Benjamin  Franklin. 
Sometimes,  in  abbreviating  the  word,  the  first  letter  is  doubled:  as,  p.  for 
page,  pp.  for  pages,  M.  for  Monsieur,  MM.  for  Messieurs.  In  such  cases,  a 
period  is  not  inserted  between  the  two  letters  which  represent  the  plural  of 
one  word.  Sometimes  a  word  is  abbreviated  bv  taking  the  first  two  or  three 
letters,  as  Eng.  for  England;  sometimes  by  taking  the  first  letter  and  the 
last,  as  AVm.  for  William,  Ca.  for  California;  sometimes  by  taking  the  first 
letter  and  some  leading  letter  in  the  middle  of  the  word,  as  Mo.  for  Mis- 
souri, MS.  for  manuscript.  In  these  cases,  the  period  is  to  be  used  only  at 
the  end  of  the  combined  letters. 

Note  2.  —  When  an  abbreviated  word  comes  at  the  end  of  a  sentence,  it 
is  not  necessary  to  use  two  periods.  One  point  is  sufiicient  to  mark  both 
the  abbreviation  and  the  end  of  the  sentence.  But  if  the  construction 
requires  some  other  point,  as  the  comma,  semicolon,  colon,  interrogation, 
etc.,  both  points  must  be  inserted,  one  to  mark  the  grammatical  construc- 
tion, the  other  to  mark  the  abbreviation;  as,  "He  reported  the  death  of 
John  Chapman,  M.D."  "John  Chapman,  M.D.,  at  the  early  age  of  twenty- 
four,  was  carried  off  by  disease." 

Note  3.  —  When  two  or  more  abbreviated  titles  follow  each  other,  they 
must  be  separated  from  each  other  by  commas,  just  as  they  would  be  if 
written  out  in  full.  Thus:  "Thomas  Sumner,  Doctor  of  Divinity,  Doctor 
of  Laws,  Bishop  of  London,"  abbreviated,  becomes,  "Thomas  Sumner, 
D.D.,  LL.D.,  Bp.  of  London." 
11* 


126         FIRST    LESSONS    IN    COMPOSITION. 

Note  4.  —  When  the  letters  of  the  alphabet  are  used  to  represent  numer- 
als, it  is  customary  to  insert  a  period  at  the  end  of  each  completed  numeral; 
as,  Psalms  iv.,  xxi.,  Ixxxvi.,  cxix.,  etc.  When  dates  are  thus  expressed,  the 
whole  number  is  separated  into  periods  of  thousands,  hundreds,  and  the 
portion  less  than  a  hundred  :  as,  M.DCCC.LXXI.  for  the  year  one  thousand, 
eight  hundred,  and  seventy-one,  or  1871. 

Examples  foe  Practice. 

1.  Excellence  in  conversation  depends  o  in  a  great 
measure  o  on  the  attainments  which  one  has  made  o  if  o 
therefore  o  education  is  neglected  o  conversation  will 
become  trifling  o  if  perverted  o  corrupting. 

2.  The  laws  of  Phoroneus  were  established  1807 
B  C  o  those  of  Lycurgus  o  884  B  C  o  of  Draco  o  623 
B  C  o  of  Solon  o  587  B  C  o  See  chap  vii  §  xiv  t  7  p 
617 

3.  The  reader  is  requested  to  refer  to  the  following  pas- 
sages of  Scripture  o  Ex  xx  18  Deut  xx  21  2  Sam  xix  2 

4.  Bought  o  on  9  mos  credit  o  the  following  articles  o 
4  yds  3  qrs  2  n  of  broadcloth  at  $12  a  yd  o  6  gals  1  pt 
2  gi  of  vinegar  at  65  cts  a  gal  o  and  3J  cords  of  wood 
at  $7.50  a  cord 

5.  Poetry  was  not  the  sole  praise  of  either  o  for  both 
excelled  likewise  in  prose  o  but  Pope  did  not  borrow 
his  prose  from  his  predecessor. 

6.  Dryden's  page  is  a  natural  field  o  rising  into  in- 
equalities o  and  diversified  by  the  varied  exuberance  of 
abundant  vegetation  o  Pope's  is  a  velvet  lawn  o  shaven 
by  the  scythe  o  and  levelled  by  the  roller. 

7.  Of  genius  o  that  power  which  constitutes  a  poet  o 
that  quality  without  which  judgment  is  cold  o  and 
knowledge  is  inert  o  that  energy  which  collects  o  com- 
bines o  amplifies  o  and  animates  o  the  superiority 
must  o  with  some  hesitation  o  be  allowed  to  Dryden  o 

8.  It  is  not  to  be  inferred  o  that  of  this  poetical  vigor 


PUNCTUATION.  127 

Pope  had  only  a  little  o  because  Dryden  had  more  o  for 
every  other  writer  since  Milton  must  give  place  to  Pope  o 
and  even  of  Dryden  it  must  be  said  o  that  o  if  he  has 
brighter  paragraphs  o  he  has  not  better  poems  o 


SECTION  v.— The  Interrogation  Point. 

An  Interrogation  Point  is  used  for  marking  questions. 

EuLE.  Direct  Questions.  —  Tlie  Interrogation  Point  should 
be  placed  at  tlie  end  of  every  direct  question. 

Note.  —  A  direct  question  is  one  in  regular  form,  requiring,  or  at  least 
admitting  an  answer;  as,  "Why  do  you  neglect  your  duty?"  An  indirect 
question  is  one  that  is  merely  reported  or  spoken  of;  as,  "He  inquired  why 
you  neglected  your  duty." 


SECTION  VI.  — The  Exclamation  Point. 
The  Exclamation  Point  is  used  for  marking  strong  emotion. 

EuLE  1.  —The  Exclamation  Point  must  be  used  at  the  close 
of  every  sentence,  clause,  or  grammatical  expression,  intended  to 
convey  strong  emotion. 

EuLE  2.  —  The  Exclamation  Point  must  be  used  after  an  inter- 
jection ;  as,  — 

Fie  on  him  !  Ah  me  !  Oh  !  it  hurts  me.  Oh  that  I  could  find  him  !  0 
father  Abraham  !     0  Lord  ! 

Note. —Where  the  interjection  does  not  stand  by  itself,  but  forms  part 
of  a  sentence,  clause,  or  expression,  the  exclamation  point  should  be  placed 
at  the  end  of  thn  whole  expression,  and  not  immediately  after  the  interroga- 
tion ;  as,  "0  wretched  state !    0  bosom  black  as  death  !" 


128         FIEST    LESSONS    IN    COMPOSITION. 

EuLE  3.  —  Where  the  emotiou  to  be  expressed  is  very  strong, 
more  than  one  exclamation  point  is  sometimes  used;  as,  "That 
man  virtuous  ! !  You  might  as  well  preach  to  me  of  the  virtue 
of  Judas  Iscariot ! !  " 


Examples  for  Practice. 

Note.  —  These  examples,  though  intended  merely  for  illustrating  the 
Rules  for  the  marks  of  Interrogation  and  Exclamation,  will  yet  serve  the 
incidental  purpose  of  reviewing  all  the  preceding  rules. 

1.  Why  o  for  so  many  a  year  o  has  the  poet  wandered 
amid  the  fragments  of  Athens  and  Rome  o  and  paused  o 
with  strange  and  kindling  feelings  o  amid  their  broken 
columns  o  their  mouldering  temples  o  their  deserted 
plains  o 

2.  Greece  o  indeed  o  fell  o  but  how  did  she  fall  o 
Did  she  fall  like  Babvlon  o  Did  she  fall  like  Lucifer  o 
never  to  rise  again  o 

3.  Rouse  o  ye  Romans  o  rouse  o  ye  slaves  o 

4.  Down  o  soothless  insulter  o  I  trust  not  the  tale  o 

5.  Have  you  eyes  o  Could  you  on  this  fair  mountain 
leave  to  feed  o  and  batten  on  this  moor  o  Ha  o  have 
you  eyes  o  You  cannot  call  it  love  o  for  o  at  your  age  o 
the  hey-day  in  the  blood  is  tame,  it 's  humble,  and  waits 
upon  the  judgment  o  and  what  judgment  would  step  from 
this  to  this  o 

6.  Charge  o  Chester  o  charge  o  on  o  Stanley  o  on  o 

7.  Who  o  in  a  sea-fight  o  ever  thought  of  the  price 
of  ^the  chain  which  beats  out  the  brains  of  a  pirate  o  or 
of  the  odor  of  the  splinter  which  shatters  his  leg  o 

8.  King  Charles  o  forsooth  o  had  so  many  private 
virtues  o  And  had  James  no  private  virtues  o  Was  even 
Oliver  Cromwell  o  his  bitterest  enemies  themselves 
being  judges  o  destitute  of  private  virtues  o  And  what  o 
after  all  o  are  the  virtues  ascribed  to  Charles  o 


PUNCTUATION  129 

9.  Ho  o  trumpets  o  sound  a  war-note  o 

10.  Oh  o  was  there  ever  such  a  knight  o  in  friendship 
or  in  war  o  as  our  sovereign  lord  o  King  Henry  o  the 
soldier  of  Navarre  o 


SECTION   VII.  — The   Dash. 

The  Dash  is  used  chiefly  either  to  mark  a  sudden  change  or 
interruption  in  the  structure  of  the  sentence,  or  to  mark  some 
elocutionary  pause. 

Rule  1.  Construction  Changed.  —  A  Dash  is  used  where 
the  construction  of  the  sentence  is  abruptly  broken  oflf  or  changed ; 
as,  — 

Was  there  ever  a  bolder  captain  of  a  more  valiant  band  ?  Was  there  ever 
—  but  I  scorn  to  boast. 

* 

Rule  2.  Unexpected  Change  in  the  Sentiment.  —  The 
Dash  is  sometimes  usad  to  mark  a  sudden  and  unexpected  change 
in  the  sentiment ;  as,  — 

He  had  no  malice  in  his  mind  — 
No  ruffles  on  his  shirt. 

Rule  3.  Emphatic  Generalization.  —  A  Dash  is  sometimes 
used  to  mark  the  transition  from  a  succession  of  particulars  to 
some  emphatic  general  expression  which  includes  them  all ;  as, — 

He  was  witty,  learned,  industrious,  plausible,  —  everything  but  honest. 

Rule  4.  Elocutionary  Pause.  —  A  Dash  is  sometimes  used 
to  mark  a  significant  pause,  where  there  is  no  break  in  the  gram- 
matical construction  ;  as,  — • 

You  have  given  the  command  to  a  person  of  illustrious  birth,  of  ancient 
family,  of  innumerable  statues,  but  —  of  no  experience. 


130         FIRST    LESSONS    IN    COMPOSITION. 

Rule  5.  Rhetorical  Repetition.  —  When  a  word  or  an 
expression  is  repeated  for  rhetorical  jjurposes,  the  construction 
being  begun  anew,  a  Dash  should  be  inserted  before  each  such 
repetition ;  as,  — 

Shall  I,  who  was  born,  I  might  almost  say,  but  certainly  brought  up,  in 
the  tent  of  my  father,  that  most  excellent  general  —  shall  I,  the  conqueror 
of  .Spain  and  Gaul,  and  not  only  of  the  Alpine  nations,  but  of  the  Alps 
themselves  —  shall  I  compare  myself  with  this  half-year  captain? 

Rule  6.  Reflex  Apposition.  —  Words  at  the  end  of  a  sen- 
tence, and  standing  somewhat  detached,  and  referring  back  by 
apposition  to  preceding  parts  of  the  sentence,  should  be  separated 
from  the  previous  portions  by  a  Dash  ;  as,  — 

The  four  greatest  names  in  English  poetry  are  among  the  first  we  come 
to,  —  Chaucer,  Spenser,  Shakspeare,  and  Milton. 

Kings  and  their  subjects,  masters  and  their  slaves,  find  a  common  level  in 
two  places,  —  at  the  cross,  and  in  the  grave. 


Rule  7.  The  Dash  Parenthetical.  —  Parenthetical  expres- 
sions are  sometimes  included  between  two  Dashes,  instead  of  the 
usual  signs  of  parenthesis  ;  as,  — 

The  smile  of  a  child  —  always  so  ready  when  there  is  no  distress,  and  so 
soon  recurring  when  that  distress  has  passed  awiy' —  is  like  an  opening  of 
the  sky,  showing  heaven  beyond. 

The  archetypes,  the  ideal  forms  of  things  without,  —  if  not,  as  some  phi- 
losophers have  said,  in  a  metaphysical  sense,  yet  in  a  moral  sense,  —  exist 
within  us. 

Rule  8.  Titles  run  in. —  When  a  title,  instead  of  standing' 
in  a  line  by  itself,  over  a  paragraph,  is  run  in,  so  as  to  make  a 
part  of  the  paragraph,  it  should  be  separated  from  the  rest  of  the 
line  by  a  dash  ;  as,  — 

FinF.LiTY  TO  God.  —  Whatever  station  or  rank  Thou  shalt  assign  me,  I 
will  die  ten  thousand  deaths  sooner  than  abandon  it.  —  Socrates. 

Note.  —  If,  at  the  end  of  a  paragraph,  the  name  of  the  author  or  of  the 
book  from  which  the  paragraph  has  been  taken  is  given,  it  is  separated  from 
the  rest  of  the  paragraph  by  a  dash.  See  the  word  Socrates  at  the  end  of 
the  preceding  example. 


PUNCTUATION.  131 

KuLE  9.  Question  and  Answer.  —  If  question  and  answer, 
instead  of  beginning  separate  lines,  are  run  into  a  paragraph,  they 
should  be  sepai'ated  by  a  dash ;  as,  — 

Who  made  you? — God.  What  else  did  God  make? — God  made  all 
things.  Why  did  God  make  you  and  all  things  ?  —  God  made  all  things  for 
his  own  glory. 

Examples  for  Practice. 

1.  Almost  all  kinds  of  raw  material  extracted  from 
the  interior  of  the  earth  o  metals  o  coals  o  jJi'ecious 
stones  o  and  the  like  o  are  obtained  from  mines  differ- 
ing in  fertility. 

2.  The  inferiority  of  French  cultivation  o  which  o 
taking  the  country  as  a  whole  o  must  be  allowed  to  be 
real  o  though  much  exaggerated  o  is  probably  more 
owing  to  the  lower  average  of  industrial  skill  in  that 
country  o  than  to  any  special  cause  o 

3.  Each  of  these  great  and  ever  memorable  struggles  o 
Saxon  against  Norman  o  villein  against  lord  o  Round- 
head against  Cavalier  o  Dissenter  against  Church- 
man o  Manchester  against  Old  Sarum  o  was  o  in  its 
own  order  and  season  o  a  struggle  on  the  result  of 
which  were  staked  the  dearest  interests  of  the  human 
race  o 

4.  Time  was  growing  to  be  of  liigh  worth  o  and  o 
from  causes  which  justified  a  good  deal  o  though  not 
quite  all  o  of  their  delay  o  the  English  at  this  time  were 
behindhand  o 

5.  Though  o  as  I  was  saying  o  it  is  only  the  shallow 
part  of  one's  heart  o  I  imagine  that  the  deepest  hearts 
have  their  shallows  o  which  can  be  filled  by  it  o  still  it 
brings  a  shallow  relief  o 

6.  Here  lies  the  great  o  False  marble  o  where  o  No- 
thing but  sordid  dust  lies  here  o 


132         FIRST    LESSONS    IN    COMPOSITION. 

7.  Greece  o  Carthage  o  Rome  o  where  are  they  o 

8.  "  I  plunged  right  into  the  debate  o  and  "  o  "  Did 
not  say  a  word  to  the  point  o  of  course  "  o 

9.  The  essence  of  all  poetry  may  be  said  to  consist  in 
three  things  o  invention  o  expression  o  inspiration  o 

10.  "  How  are  you  o  Trepid  o  How  do  you  feel  to- 
day o  Mr.  Trepid  ?  "  "A  great  deal  worse  than  I  was  o 
thank  you  o  almost  dead  o  I  am  obliged  to  you  "  o 
"  Why  o  Trepid  o  what  is  the  matter  with  you  "  o  "No- 
thing o  I  tell  you  o  nothing  in  particular  o  but  a  great 
deal  is  the  matter  with  me  in  general "  o 


SECTION  VIII.  — The  Parenthesis. 

The  Marks  of  Parenthesis  are  used  to  inclose  words  which  have 
little  or  no  connection  with  the  rest  of  the  sentence. 

Note.  —  Sometimes  commas,  and  sometimes  dashes,  are  used  instead  of 
the  curved  lines,  to  inclose  words  that  are  of  a  parenthetical  character,  and 
it  is  not  always  easy  to  determine  when  to  use  one  of  these  modes,  and  when 
to  use  another.  It  may  be  observed,  in  general,  that  the  curved  lines  mark 
the  greatest  degree  of  separation  from  the  rest  of  the  sentence ;  the  dashes, 
the  next  greatest;  and  the  commas,  the  least  separation  of  all. 

Rule.  —  Words  inserted  in  the  body  of  a  sentence,  and  nearly 
or  quite  independent  of  it  in  meaning  and  construction,  should 
be  inclosed  with  the  marks  of  parenthesis. 


SECTION  IX.  —  Brackets. 

Brackets  are  used  to  inclose  in  a  sentence  a  word,  or  words, 
which  do  not  form  part  of  the  original  composition. 

Note  1. — Brackets  are  somewhat  like  the  marks  of  parenthesis  in  form, 


PUNCTUATION.  133 

one,  however,  being  angular,  the  other  curved,  and  are  also  in  some  respects 
like  the  latter  in  signification  and  use. 

Note  2. — Brackets  are  used  to  inclose  a  sentence,  or  a  part  of  a  sentence, 
within  the  body  of  another  sentence,  and  thus  far  are  like  the  marks  of 
parenthesis.  But  the  matter  included  within  brackets  is  entirely  inde- 
pendent of  the  sentence,  and  so  differs  from  what  is  merely  parenthetical. 
Further,  the  matter  within  the  brackets  is  usually  inserted  by  one  writer  to 
correct  or  add  to  what  has  been  written  by  another,  while  the  parenthesis 
is  a  part  of  the  original  composition,  and  is  written  by  the  same  person 
that  wrote  the  rest  of  the  sentence. 

Rule.  —  In  correcting  or  modifying  the  expressions  of  another, 
by  inserting  words  of  your  own,  the  words  thus  inserted  should 
be  inclosed  in  brackets ;  as,  — 

A  soft  answer  turn  [turns]  away  wrath. 

The  number  of  our  days  are  [is]  with  thee. 

The  letter  [which]  you  wrote  me  on  Saturday  came  duly  to  hand. 

The  captain  had  several  men  [who]  died  on  the  voyage. 

Examples  for  Practice. 

1.  Last  Words  of  Remarkable  Men  o  The  la»t 
words  of  Raleigh  were  o  "  Why  dost  thou  not  strike  o 
Strike  o  man  o "  to  the  executioner  o  who  was  paus- 
ing o  The  last  of  the  Duke  of  Buckingham  o  "  Trai- 
tor o  thou  hast  killed  me  o "  to  the  assassin  Felton  o 
The  last  of  Charles  II.  o  "  Don't  let  poor  Nelly  starve  o  " 
referring  to  Nell  Gwynne  o  The  last  of  William  III.  o 
"  Can  this  last  long  o  "  to  his  physician  o  The  last  of 
Locke  o  "  Cease  now  o  "  to  Lady  Markham  o  who  had 
been  reading  the  Psalms  to  him  o 

2.  If  we  exercise  right  principles  o  and  we  cannot 
have  them  unless  we  exercise  them  o  they  must  be  per- 
petually on  the  increase  o 

3.  Are  you  still  o  I  fear  you  are  o  far  from  being 
comfortably  settled  o 

4.  She  had  managed  this  matter  so  well  o  oh  o  how 
12 


134         FIRST    LESSONS    IN    COMPOSITION. 

artful  a  woman  she  was  o  but  my  father's  heart  was  gone 
before  I  suspected  it  was  in  danger. 

5.  Know  then  this  truth  c  enough  for  man  to  know  o 
Virtue  alone  is  happiness  below  o 

6.  Our  last  king  o 
Whose  image  even  but  now  appeared  to  us  o 
Was  o  as  you  know  o  by  Fortinbras  of  Norway  o 
o  Thereto  prick'd  on  by  a  most  emulate  pride  o 
Dar'd  to  the  combat  o  in  which  our  valiant  Hamlet 

0  For  so  this  side  of  our  known  world  esteemed 

him  o 
Did  slay  this  Fortinbras  o 

7.  The  Egyptian  style  of  architecture  o  see  Dr.  Po- 
cock  o  not  his  discourses  o  but  his  prints  o  was  appa- 
rently the  mother  of  the  Greek  o 

8.  Yet  o  by  your  gracious  patience  o 

1  will  a  round  unvarnished  tale  deliver 

Of  my  whole  course  of  love  o  what  drugs  o  what 

charms  o 
What  conjuration  o  and  what  mighty  magic  o 

0  For  such  proceeding  I  am  charged  withal  o 

1  won  his  daughter  o 


SECTION  X.  — Quotation   Marks. 

A  Quotation  is  the  introduction  into  one's  discourse  of  a  word 
or  of  words  uttered  by  some  one  else. 

Nope.  —  The  marks  of  quotation   are  two  inverted  commas   (")   at  the 
beginning,  and  two  apostrophes  ('")  at  the  end,  of  the  portion  quoted. 

Rule  1.  —  A  word  or  words  introduced  from  some  other  author 
should  be  inclosed  by  quotation  marks. 


PUNCTUATION.  135 

EULE  2.  —  "When  a  quotation  incloses  within  it  another  quota- 
tion, the  external  quotation  has  the  double  marks,  and  the  one 
included  has  only  the  single  marks  ;  as,  — 

It  has  been  well  said,  "  The  command,  '  Thou  shalt  not  kill,'  forbids  many 
crimes  besides  that  of  murder." 

Some  one  has  said,  "What  an  argument  for  prayer  is  contained  in  the 
words,  '  Our  Father  which  art  in  heaven  ! ' " 

Examples  for  Practice. 

1.  This  definition  o  Dr  o  Latham  o  from  whom  we 
borrowed  it  o  ilkistrates  o  in  his  work  on  the  o  English 
Language  op  o  359  o  by  the  expression  o  a  sharp- 
edsed  instrument  o,  which  means  an  instrument  with 
sharp  edges. 

2.  The  words  o  all-wise  o  ,  o  incense-breaking  o , 
o  book-seller  o,  and  o  noble-man  o  are  compounds. 

3.  o  There  is  but  one  object  o  o  says  Augustine  o 
o  greater  than  the  soul  o  and  that  one  is  its  Creator  o  o 

4.  Let  me  make  the  ballads  of  a  nation  said  Fletcher 
of  Saltoun  and  I  care  not  who  makes  the  laws 

5.  When  Fenelon's  library  was  on  fire  o  o  God  be 
praised  o  o  said  he  o  o  that  it  is  not  the  dwelling  of  a 
poor  man  o  o 

6.  o  Stop  a  moment  here  o  o  said  Corinne  to  Lord 
Nevil  o  as  he  stood  under  the  portico  of  the  church  o  o 
pause  before  drawing  aside  the  curtain  which  covers  the 
entrance  of  the  temple  o  o 

7.  A  drunkard  once  reeled  up  to  Whitefield  with  the 
remark  o  o  IVIr  o  ^Yhitefield  o  I  am  one  of  your  con- 
verts o  o  I  think  it  very  likely  o  o  was  the  reply  o 
o  for  I  am  sure  you  are  none  of  God's  o  o 

8.  Sir  Walter  Scott's  novel  o  o  Guy  Mannering  o  o 
is  one  of  his  best. 


136  FIRST    I-ESSONS    IN    COMPOSITION. 


SECTION  XI.— Apostrophe,  Hyphen,   Caret,  etc. 

Note.  — The  other  marks  used  in  composition  are  either  so  purelj'  grammatical,  or 
they  relate  so  much  more  to  printing  than  to  authorship,  that  the  consideration  of 
them  may  be  despatcheii  very  brieUy. 

1.  The  Apostrophe  (')  is  a  comma  placed  above  the  line.  It  is  used 
chiefly  to  mark  the  omission  of  a  letter  or  of  letters ;  as,  O'er  for  over. 

2.  The  Hyphen  (  -  )  is  used  to  separate  a  compound  word  into  its  con- 
stituent parts,  or  to  divide  a  word  into  its  syllables  for  the  purpose  of  show- 
ing the  pronunciation;  as,  Neo-Platonic,  de-riv-a-tive. 

3.  The  Caret  ( /\  ),  used  chiefly  in  manuscript,  shows  where  something 
has  been  omitted,  and  afterward  interlined ;  as,  — 

his 
He  has  just  finished  j\  letter. 

4.  The  Index,  or  Hand  { J^^^  )  calls  special  attention  to  a  subject;  as, 
J^g^  Terms,  invariably  cash  in  advance. 

5.  The  Paragraph  (  «[ ),  inserted  in  a  manuscript,  denotes  that  a  para- 
graph should  begin  at  that  point. 

6.  The  Brace  (  ]  )   is  used  to  connect  several  items  under  one  head ;  as, 

The  Liquids  are  <  ^ 


7.  Marks  of  Ellipsis  are  sometimes  a  long  dash,  sometimes  a  succession 
of  stars,  or  of  points  ;  as,  He  denounced  C s  [Congress]  for  its  venal- 
ity, and  threatened  to  impeach  W  *  *  *  [Webster],  and  A  .  .  .  .  [Adams]. 

8.  The  Accents  are  three,  the  acute  ( ' ),  the  grave,  (  ^  ),  and  the  circum- 
flex (  '  ). 

9.  The  marks  of  Quantity  are  thr^e,  the  long  (  - ),  the  short  ( -),  and  the 
diaeresis  ( •• ). 

10.  The  Cedilla  is  a  mark  like  a  comma  placed  under  the  letter  c,  in 
words  taken  from  the  French,  to  denote  that  the  letter  has  in  that  case  the 
sound  of  s;  as,  fa5ade  [pronounced /a-sacT]. 

11.  Marks  of  Reference  are  the  asterisk  or  star  ( » ),  the  dagger  (f),  the 
double  dagger  (  J  ),  the  section  ( §  ),  parallel  lines  (  1|  ),  the  paragraph  (  ^  ). 

12.  Leaders  are  dots  used  to  carry  the  eye  from  words  at  the  beginning 
of  a  line  to  something  at  the  end  with  which  Jthey  are  connected;  Thus, 

Orthography, page    7 

Etymology, "14 

Syntax, "87 

13.  Double  Commas  inverted  are  used  to  show  that  a  word  is  to  be  sup- 
plied from  the  line  above. 

(See  example  under  No.  12,  where  "  supplies  the  place  of  the  word 
"  page.") 


PUNCTUATION.  137 

14.  The  Title-page  of  a  book  is  that  which  contains  the  title,  and  is 
usually  the  first  page. 

15.  Running  Titles,  or  Head-lines,  placed  at  the  top  of  the  page  to  show 
the  subject,  are  usually  printed  in  capitals,  or  small  capitals. 

16.  Captions,  or  Sub-heads,  arc  headings  placed  over  chapters  or  sections, 
but  standing  in  the  body  of  the  page,  not  at  the  top. 

17.  Side-heads  are  titles  run  into,  or  made  part  of,  the  line. 

18.  A  Frontispiece  is  a  picture  opposite  to  the  title-page. 

19.  A  Vignette  is  a  small  picture,  not  occupying  a  full  page,  but  mixed 
up  with  other  matter,  either  on  the  title-page,  or  in  any  other  part  of  the 
book.  , 

20.  Italics  are  letters  inclined  to  the  right. '  They  are  so  called  because 
type  of  this  kind  was  first  used  by  Italian  printers. 

Note1._Iji  manuscript,  one  line  drawn  imder  a  word  shows  that  it  should  be 
printed  in  italics;  two  lines,  that  it  should  be  printed  in  small  capitals;  and  three 
lines,  that  it  should  be  printed  in  CAPITALS.  Ordinary  letters  are  called  Roman,  as 
opposed  to  Italic. 

Note  2.  — Some  writers  use  Italics  to  mark  emphatic  words.  This  is  a  weak  and 
foolish  device,  and  cannot  be  too  strongly  condemned. 

Note  3.  — In  the  English  Bible,  words  are  printed  in  italic  to  show  that  they  are 
not  in  the  original,  but  are  supplied  by  the  translators  to  complete  the  meaning. 

21.  The  principal  kinds  of  type  are  the  following: 

EnglisJi,  a,  b,  c,  d,  e,  f,  g,  li,  i,  j,  k,  1,  m,  n,  o. 

Pica,  a,  b,  c,  d,  e,  f,  g,  h,  i,  j,  k,  1,  m,  n,  o,  p,  q,  r. 
Small  Pica,  a,  b,  c,  d,  e,  f,  g,  h,  i,  j,  k,  1,  m,  n,  o,  p,  q. 
Long  Primer,  a,  b,  c,  d,  e,  f,  g,  h,  i,  j,  k,  1,  m,  n,  o,  p,  q,  r,  s. 
Bourgeois,  a,  b,  c,  d,  e,  f,  g,  h,  i,  j,  k,  1,  m,  n,  o,  p,  q,  r,  s,  t,  u,  v. 
Brevier,  a,  b,  c,  d,  e,  f,  g,  h,  i,  j,  k,  1,  m,  n,  o,  p,  q,  r,  s,  t,  u,  v,  w,  x. 
Minion,  a,  b,  e,  d,  e,  f,  g,  h,  i,  j,  k,  1,  m,  n,  o,  p,  q,  r,  s,  t,  u,  v,  w,  x,  y,  z. 
Ifonpareit,  a,  b,  c,  d,  e,  f,  g,  h,  i,  j,  k,  1,  m,  n,  o,  p,  q,  r,  s,  t,  u,  v,  w,  x,  y,  z. 
Agate,  a,  b,  c,  d,  e,  f,  g,  h,  i,  j,  k,  1,  m,  n,  o,  p,  q,  r,  s,  t,  u,  v,  w,  x,  y,  z. 
Pearl,  a,  b,  o,  d,  e,  f,  g,  h,  i,  j.  k,  1,  m,  n,  o,  p,  q,  r,  s,  t,  u,  v,  w,  x,  y,  z. 
Dianiond,  a,  b,  c,  d,  e,  f,  g.  h,  i,  j,  k,  1,  m,  n,  o,  p,  q,  r,  s,  t.  u,  v,  w,  i,  y,  z. 
Brilliaot,  a,  b,  c.  d,  •,  f,  g.  h.  i,  j,  k.  1,  m,  D.  o,  p.  q.  r.  B.  t,   a,  v,  w,  x,  y.  E. 

22.  Leads  are  thin  plates  of  type-metal,  by  which  the  lines  may  be  spaced 
further  apart.  Matter  thus  spaced  is  said  to  be  leaded.  Matter  not  leaded 
is  called  solid. 

23.  Composing,  as  a  part  of  the  printing  business,  is  putting  matter  in 
type,  or  setting  up  the  type. 

21.  The  amount  of  printed  matter  is  counted  by  ems,  that  is,  by  the  num- 
ber of  spaces  of  the  length  of  the  letter  m. 

25.  A  Folio  is  a  leaf  or  sheet  of  paper  with  a  single  fold,  that  is,  making 
two  leaves  or  four  pages. 
12  * 


138         FIEST    LESSONS    IN    COMPOSITION. 

26.  A  book  is  called  a  Folio  when  the  sheets  on  which  it  is  printed  are 
so  folded  that  each  sheet  makes  but  two  leaves.  It  is  called  a  Quarto,  when 
each  sheet  makes  four  leaves ;  an  Octavo,  when  each  makes  eight  leaves ;  a 
Duodecimo,  when  each  makes  twelve  leaves;  a  16mo,  18mo,  24mo,  32mo, 
48mo,  64mo,  96mo,  etc.,  according  as  each  sheet  makes  16, 18,  24,  32,  48,  64, 
or  96  leaves. 


SECTION  XII.  — Capitals. 

Rule  1.  Title-Pages  and  Headings. —  Title-pages  and  the  headings 
of  cha2)ters  should  be  entirely  in  capitals. 

Rule  2.  The  First  Word  in  a  Book,  etc.  —  The  first  word  of  every 
book,  tract,  essay,  etc.,  and  of  every  chapter  or  section,  also  of  every  letter, 
note,  or  writing  of  any  kind,  should  begin  with  a  capital. 

Rule  3.  The  First  Word  in  a  Sentence.  —  The  first  word  of  every  sen- 
tence should  begin  with  a  capital. 

Rule  4.  Numbered  Clauses.  —  Clauses,  when  separately  numbered, 
should  begin  with  a  capital,  though  not  separated  from  each  other  by  a 
full-point ;  as,  — 

This  writer  asserts,  1.  That  Nature  is  unlimited  in  her  operations ;  2.  That  she  has 
inexhaustible  treasures  in  reserve:  3.  Tliat  knowledge  will  always  be  progressive, and, 
4.  That  all  future  generations  will  continue  to  make  discoveries. 

Rule  5.  —  The  first  word  after  a  period,  except  when  used  as  an  abbre- 
viation, should  begin  with  a  capital. 

Rule  6.  First  Word  of  an  Example.  — The  first  word  of  a  sentence  or 
clause  which  is  given  as  an  example  should  begin  with  a  capital ;  as,  "  Tem- 
perance promotes  health." 

Rule  7.  Quoting  Titles.  —  In  quoting  the  title  of  a  book,  every  noun, 
pronoun,  adjective,  and  adverb  should  begin  with  a  capital;  as,  "  Sparks's 
Life  of  Washington." 

■Rule  8.  First  Word  of  a  Direct  Question.  —  The  first  word  of  a  direct 
question  .should  begin  with  a  capital ;    as,  — 

(Direct  question.)  His  words  are,  "  Why  do  you  not  study  the  lesson?  " 
(Indirect  question.)  He  desires  to  know  why  you  do  not  study  the  lesson. 

Rule  9.  First  Word  or  a  Direct  Quotation.  —  The  first  word  of  a  direct 
quotation  should  begin  with  a  cripital ;   as,  — 
Plutarch  says,  "  Lying  Is  the  vice  of  slaves." 


PUNCTUATION.  139 

Note.  — If  this  quotation  be  changptl  to  the  indirect  form,  no  capital  will  be  needed 
at  the  point  where  the  quotation  begins  ;  as,  Plutarch  says  that  lying  is  the  vice  of 
slaves. 

Rule  10.  Capitals  used  for  Figures.  —  Numbers  are  sometimes  rep- 
resented by  capital  letters;    as,  I.,  II.,  III.,  IV.,  etc. 

Note.  —  In  referring  to  passages  in  books,  it  is  very  common  to  number  the  chapter, 
book,  sections,  etc.,  in  this  way.  and  to  begin  with  a  capital  each  name  of  the  division 
mentioned,  as,  "Mill's  Political  Economy,  Vol.  I.,  Book  III.,  Chap.  IV.,  Sec.  VI.,  p. 
573."  If  the  references  are  numerous,  this  method  is  found  to  be  cumbersome  and 
unsightly,  and  small  letters  are  preferred ;  as,  "  Mill's  Political  Economy,  vol.  i.,book 
iii.,  chap,  iv.,  sect,  vi.,  p.  573." 

Rule  11.  —  The  pronoun  I,  and  the  interjection  0,  should  always  be 
capital  letters. 

Rule  12.  Poetry.  —  The  first  word  of  every  line  of  poetry  should  begin 
with  a  capital. 

Rule  13.  Names  of  God.  —  All  names  and  titles  of  God  should  begin 
■with  a  capital ;   as,  Jehovah,  Father,  Creator,  Almighty,  etc. 

Rule  1-1.  Proper  Names. — All  proper  names  should  begin  with  capi- 
tals; as,  Jupiter,  Mahomet,  Brahma,  Pompey,  Lake  Erie,  Monday,  Good 
Friday,  Rome,  China,  France. 

Rule  15.  Words  derived  from  Proper  Names.  —  Words  derived  from 
proper  names  should  begin  with  a  capital ;  as,  Mahometan,  Brahmin,  Chris- 
tian, Roman ;  French,  Spanish,  Grecian ;  to  Christianize,  to  Judaize,  to 
Romanize,  etc. 

Rule  16.  Titles  of  Honor  and  Office. —  Titles  of  honor  and  office 
should  begin  with  a  capital ;  as,  The  President  of  the  United  States,  His 
Honor  the  Mayor  of  Philadelphia,  President  Madison,  Queen  Victoria,  Sii 
Robert  Murchison,  Your  Royal  Highness,  etc. 

Rule  17.  The  Bible.  —  A  capital  is  always  used  for  the  terms  ordinarily 
employed  to  designate  the  Bible,  or  any  particular  part  or  book  of  the  Bible; 
as.  The  Holy  Bible,  the  Sacred  Writings,  the  Old  Testament,  the  Gospel  of 
Matthew,  the  Acts  of  the  Apostles,  the  Epistle  to  the  Ephesians,  the  Revela- 
tion, the  Psalms,  etc.  In  like  manner,  a  capital  is  used  in  giving  the  names 
of  other  sacred  writings,  as  the  Koran,  the  Zend  Avesta,  the  Puranas,  etc. 

Rule  IS.  Words  of  Special  Importance.  — Words  describing  the  great 
events  of  history,  or  extraordinary  things  of  any  kind,  which  have  acquired 
a  distinctive  name,  begin  with  a  cnpital  ;  as,  the  Reformation,  the  Revolu- 
tion, the  war  of  Independence,  the  Middle  Ages,  Magna  Charfa.  the  Gulf 
Stream,  etc. 


140         FIRST    LESSONS    IN    COMPOSITION. 

Miscellaneous  Examples  foe  Practice, 

[Punctuate  the  following  sentences,  and  make  the  necessary  corrections  in  regard 
to  capitals.] 

1.  Charles  notwithstanding  the  delay  had  left  england 
to  work  his  way  as  best  he  might  out  of  his  Difficulties 

2.  the  scots  therefore  at  the  break  of  day  entered  the 

Castle 

3.  Fashion   is  for  the  most  part  the   ostentation   of 

Riches 

4.  besides  if  you  labor  in  moderation  it  will  conduce 
to  Health  as  well  as  to  AVealth 

5.  Sir   Peter  Carew  'for  some  unknown   reason    had 
written  to  ask  for  his  pardon 

6.  The  Man  wdien  He  saw  this  departed 

7.  the  crowd  as  Throgmorton  left  the  court  threw  up 
their  caps  and  shouted 

8.  Elizabeth  who  had  been  requested  to  attend  was 
not  present 

9.  The  frost  had  set  in  the  low  damp  ground  was  hard 
the  Dykes  were  frozen 

10.  a  brown  curling  beard  flowed  down  upon  his  chest 

11.  she  thought  the  isle  that  gave  her  birth 
the  sweetest  mildest  land  on  earth 

12.  The  first  Seven  carried  maces  swords  or  pole-axes 

13.  She  plans  provides  expatiates  triumphs  there 

14.  Who  to  the  enraptured  heart  and  eai'  and  eye 
Teach  beauty  virtue  truth  and  love  and  melody 

15.  Give  me  a  sanctified  and  just  a  charitable   and 
humble  a  religious  and  contented  spirit 

16.  Now  a  man  now  a  seraph  and  now  a  beast 

17.  the  dragon    stands    the    hieroglyph   of  evil    and 
gnaws  at  the  tree  of  life 

18.  The  ocelot  a  beautiful  and  striped  fiend  hisses  like 
a  .snake 


PUNCTUATION.  141 

19.  He  that  calls  upon  thee  is  Theodore  the  hermit  of 
Teneriife 

20.  Hate  madness  ruled  the  hour 

21.  We  saw  a  large  opening  or  inlet 

22.  The  Egyptian  serjaent  the  ass-headed  devil  deserves 
the  first  mention  as  among  the  oldest  personifications  of 
the  spirit  of  evil 

23.  Well  Sir  Nicholas  what  news 

24.  Zaccheus  make  haste  and  come  down 

25.  The  conspiracy  being  crushed  without  bloodshed 
an  inquiry  into  its  origin  could  be  carried  out  at  leisure 

26.  Thus  preciously  freighted  the  Spanish  fleet  sailed 
from  Corunna 

27.  Cruel  and  savage  as  the  persecution  had  become  it 
was  still  inadequate 

28.  Faith  is  opposed  to  infidelity  hope  to  despair 
charity  to  enmity  and  hostility 

29.  Elizabeth  threw  herself  in  front  of  Marie  An- 
toinette exclaiming  I  am  the  queen 

30.  Kant  said  give  me  matter  and  I  will  build  the 
world 

31.  Whatever  happens  Mary  exclaims  Elizabeth  I  am 
the  wife  of  the  Prince  of  Spain  crown  rank  life  all  shall 
go  before  I  will  take  any  other  husband 

32.  In  the  regions  inhabited  by  angelic  natures  un- 
mingled  felicity  forever  blooms  joy  flows  there  with  a 
perpetual  and  abundant  stream  nor  needs  any  mound  to 
check  its  course 


142         FIEST    LESSONS    IN    COMPOSITION. 

AN  EXAMPLE  OP  PROOP-SHEET, 

SHOTTINO  THB   MANNER  IN   'WHICn  ERRORS  OP    IHE    PRESS  ARE    MARKED    FOR  CORRECTION. 

^  _  I     Though  seveiyi  differing  opinions  exist  as  to 

the  individual  by  wwom  tlie  art  of  printing  was        / 
first  discovered ;   yet  all  authorities  concur  in 
admitting  Peter   SchoefFer  to  be  the  person  3  (p>:p 
who  invented  cast  metal  types,  having   learned  '' 

^  the  art-ef-  of  cutting  the  letters  from  the'Gut- 
^;  f  tenbergs/  he  is  also  supposed  to  have  been 
^^     the  first  whoengraved  on  copper  plates.     TheV-/ 

following  testimony  is  preseved  in  the  family,  ^     / 
9^-x    by    Jo.     Fred.     Faustus,     of     Aschaffenburg : 
'''Q  >'  Peter    SchoefTer,    of    Gernsheini,    perceiving    ^^  -^ 
11  \y    his  master   Fausts  design,  and  being  himself  ^ '   ^"y^ 
^^^^^   fdesirous\ardently)  to   improve   the   art,  found 

out    (by   the    good    providence  of   God)    the 

13 

method   of    cutting    [incidcndi)   the    characters     ^^^ 

in   a  matrix,  that   the   letters   might  easily  be 
^/  /    singly   cast  I    instead   of    bieng    cut.      He    pri-  ^^^^'f 
"l        vately   cut    matrices]    for    the  whole    alphabet:  ais 
Faust  was    so    pleased   with   the  conti'ivam>^ 
/that  he   promised   Peter  to  give  him  liis^nly     •?^'/ 
13  / jr^ughter    Christina    in    marriage,  a/ promise  ^    ^  / 
/^yhich  he  soon  after  performed. 
^^  ^^j  (liut    there   were    many   djjSiculties    at    first     '^^   11 

with   these    letters,   as   thej>§    had   been   before     ^^o7fl. 


20 


■^    with  wooden   ones,   tjie  metal   being   too   soft^^_^^^ 
to  support  the  fopce  of  the   im  pression :    but  9  '^  / 
this    defect   wa§    soon    remedied,    by    mixing 
a  substance  with  the  metal  which  suflBciently  l^,, 
0    hardepri^  it/ 


PUNCTUATION.  143 


EXPLANATIONS  OF  THE  CORRECTIONS. 

Note.  —  The  numbers  refer  to  the  figures  in  the  margin. 

1.  "Wrong  Letters  or  "Words.  —  A  wrong  letter  in  a  word  is  noted  by 
drawing  a  shurt  slant  line  through  it,  as  hero  through  the  e  in  severtl,  making  a 
similar  slant  line  in  the  margin,  and  writing  to  the  lett  of  it  the  correct  letter.  A 
whole  word,  if  wrong,  is  corrected  by  drawing  a  line  across  it,  and  writing  the  cor- 
rect word  in  the  margin  opposite. 

2.  Letters  Ujtstcle-rtoivii.  —  A  letter  that  is  upside-down  is  noted  by  draw- 
ing a  slant  line  thruugh  it,  and  making  in  the  margin  the  mark  here  given. 

3.  Caps,  Small  Caps,  and  Italics.  —  If  letters  or  words  are  to  be  altered 
from  one  chancter  to  another,  it  is  noted  by  drawing  parallel  lines  below  the  letters 
or  words  so  to  be  altered  ;  namely,  three  lines  fur  Capitals,  two  lines  fur  Small  Capi- 
tals, and  one  line  for  Italics;  and  by  writing  in  the  margin  the  word  Caps,  Sm.  Caps, 
or  Italics. 

4.  Dele-ing.  —  "When^  word  or  a  letter  is  to  be  taken  out,  make  a  slant  lire 
through  it,  and  place  in  the  margin  the  mark  here  given,  which  is  the  old  way  of 
Tcriting  the  letter  d,  and  stands  for  the  Latin  dele,  destroy. 

5.  Cliaiigiing  Punctuation.  —  A  point  is  to  be  corrected  in  the  same  man- 
ner as  a  letter  (No.  1).  If  the  point  to  bo  inserted  is  a  period,  it  should  be  enclosed 
in  a  circle.    (See  example  at  the  bottom  of  the  page.) 

6.  Space  Omitted. — If  a  space  is  omitted  between  two  words  or  letters,  pnt  a 
caret  under  the  place  where  the  .space  ought  to  be,  and  put  in  the  margin  the  char- 
acter here  given. 

7.  Hyphen  On»itted. —  If  a  hyphen  has  been  omitted,  put  a  caret  under  the 
place,  and  write  the  hyphen  in  the  margin  between  two  slant  lines. 

8.  Letters  Omitted.  —  If  a  letter  has  been  omitted,  put  a  caret  under  the 
place,  and  put  in  the  margin  a  slant  line  with  the  letter  to  the  left  of  it. 

9.  Closing  Up. — If  aline  is  too  widely  spaced,  or  letters  are  separated  that 
should  be  joined,  th;  letters  that  are  to  be  brought  together  should  be  connected  by 
a  curved  mark,  either  above,  or  below,  or  both,  and  a  corresponding  mark  should  be 
placed  in  the  margin. 

10.  ]Ve-\v  Paragraph.  — "^hen  a  new  paragraph  is  required,  put  a  caret  at 
the  place  where  the  new  paragraph  should  begin,  and  a  quadrangle  in  the  margin. 

11.  ApostropHie,  <fec. — "^'hen  the  apostrophe,  inverted  commas,  the  star  and 
other  references,  or  letters  and  figures  of  any  kind  that  go  over  the  line,  have  been 
omitted,  put  a  caret  at  the  place,  and  write  the  omitted  apostrophe  or  other  character 
in  the  margin,  in  the  bosom  of  an  angle  made  for  the  purpose,  and  opening  upwards. 

12.  Transposing.  —"When  a  word  is  to  be  transposed,  draw  a  line  round  it  and 
carry  the  line  over  to  tlie  place  where  the  woi-d  is  to  be  put,  writing  in  the  margin  tj; 
(transpose).  If  two  or  three  letters  in  a  word  arc  misplaced,  draw  a  line  under  them, 
and  write  them  correctly  in  the  margin.  If  several  words  are  misplaced,  draw  a  line 
under  them  all,  write  over  them  the  figures  1,  2,  3,  4,  etc.,  to  show  the  order  in  which 
they  should  stand,  and  put  tr.  iu  the  margin. 

13.  Stet. — TThen  by  mistake  a  word  h.is  been  marked  to  be  struck  out,  and  you 
■wish  it  to  stand,  put  arow  of  dots  under  it,  and  the  word  sid  (let  it  stand)  iu  the 
margin. 

14.  Space  Projecting.  — "'iVhen  aspace  (a  thin  slip  of  metal  used  for  .spacing) 
projects,  draw  a  lino  under  it  and  the  corresponding  mark  in  the  margin. 

15.  W"ords  Out.  — ^rhen  several  words  have  been  left  out,  write  them  at  the 
foot  of  the  jiage,  and  draw  a  line  from  them  to  the  place  where  they  should  be  in- 
serted. If  the  matter  omitted  is  too  much  to  be  thus  written  at  the  foot  of  the  page, 
■write  on  the  margin  the  words  O'lt,  see  cnpy,  and  write  likewise  on  the  margin  of  the 
copy  the  word  Out,  and  enclose  the  omitted  words  in  brackets. 

IG.  Letters  Standing  Crooked.- The  marks  here  given  show  the  mode 
of  noting  tliis  defect. 

17.  "Wrong  Fount.  — "When  a  letter  of  a  different  fount  has  been  inserted, 
mark  it  with  a  slant  lino,  and  write    wf.  (wrung  fount)  in  the  margin. 

18.  IVo  Paragrapli.  —  "U'hen  a  paragraph  has  been  made  where  none  was 
intended,  draw  a  line  from  the  broken-off  matter  to  the  next  paragraph,  and  write  in 
the  margin  No  1[. 

19.  Left  Out.— "When  a  word  has  been  left  out,  make  a  caret  at  the  place,  and 
■write  the  word  in  tlv;  margin. 

20.  Faulty  LeKer.  —  AVhen  a  letter  la  faulty,  draw  a  cross  under  it,  and 
maUe  a  small  cross  iu  the  margia. 


144         FIRST    LESSONS    IN    COMPOSITION. 


THE  CORRECTED  PROOF-SHEET. 

Though  several  differing  opinions  exist  as  to 
the  individual  by  whom  the  art  of  printing  was 
first  discovered;  yet  all  authorities  concur  in 
admitting  PETER  SCHOEFFER  to  be  the 
person  who  invented  cast  metal  types,  having 
learned  the  art  of  cutting  the  letters  from  the 
Guttenbergs :  he  is  also  supposed  to  have  been 
the  first  who  engraved  on  copper-plates.  The 
following  testimony  is  preserved  in  the  family, 
by  Jo.  Fred.  Faustus,  of  Aschaffenburg : 

'Peter  Schoeffer,  of  Gernsheim,  perceiv- 
ing his  master  Faust's  design,  and  being  him- 
self ardently  desirous  to  improve  the  art,  found 
out  (by  the  good  providence  of  God)  the 
method  of  cutting  {incidendi)  the  characters  ia 
a  matrix,  that  the  letters  might  easily  be  singly 
cast,  instead  of  being  ad.  He  privately  cut 
matrices  for  the  whole  alphabet:  and  when  he 
showed  his  master  the  letters  cast  from  these 
matrices,  Faust  was  so  pleased  with  the  con- 
trivance, that  he  promised  Peter  to  give  him 
his  only  daughter  Christina  in  marriage,  a 
promise  which  he  soon  after  performed.  But 
there  were  as  many  difficulties  at  first  with 
these  letters,  as  there  had  been  before  with 
wooden  ones,  the  metal  being  too  soft  to  sup- 
port the  force  of  the  impression :  but  this  defect 
was  soon  remedied,  by  mixing  the  metal  with  a 
substance  which  sufficiently  hardened  it.' 

THE  KM  p. 


UK 


^ 


FOR 


I     SCHOOLS,  ACADEMIES  AND  COLLEGES. 


INDEX, 


-oO>®<0-o- 


istles, 


Chase  and  Stuart's  Classical  Series, 

"  "  Cfesar's  Commentaries, 

"  "         Virgil's  yEneid, 

"  "  First  Six  Books  of  Virgil, 

"  "  Cicero's  Select  Orations,    . 

"  "  Horace's  Odes,  Satires,  and  Ep: 

"  "  Sallust's  Catiline  and  Jugurthine  War, 

"  "  First  Six  Books  of  ^neid,  with  Lexicon,  etc 

"  "         Cicero  De  Senectute,  et  De  Amicitia, 

"  "         Virgil's  Eclogues  and  Georgics, 

Livy,  .... 

Hart's  Composition  and  Rhetoric,  . 

Hart's  First  Lessons  in  Composition, 

Crittenden's  Commercial  Arithmetic  and  Business  Manual, 

Mitchell's  Manual  of  Elocution,     . 

Lawrence's  Model  Speaker,    .... 

Martindale's  History  of  the  United  States, 

Webb's  Model  Definer,  .... 

Webb's  Model  Etymology,     .... 

Hart's  In  the  School-Room,   .... 

Longstreth's  Young  Student's  Companion, 

The  Model  Roll  Book,  No.  i. 

The  Model  Roll  Book,  No.  2.         .         .         . 

The  Model  Pocket  Register  and  Grade  Book, 

The  Model  School  Diary,       .... 

The  Monthly  Report, 

The  Model  School  Pen,  .... 

Book-Keeping  Blanks,  ..... 


PAGE 

3 

4 
4 
4 
4 
4 
4 
4 
4 
4 
4 
5 
5 
6 
6 


7 
8 

8 
8 
9 
9 
9 
lo 
lo 

lO 

II 
II 
II 


-r§^ 


Model  Text-Books 


FOR 


mhoU,  ^cdmM,  and  f  cllcuc|, 


PUBLISHED    BY 


Eldredoe  (&  Brother, 
No.  17  North  Seventh  Street,  Philadelphia. 


-o-oJat^OO- 


CHASE  AND  STUART'S  CLASSICAL  SEEIES. 

EDITED    BY 

THOMAS  CHASE,  A.M.,     GEORGE  STUART,  A.M., 

PROFESSOR  OF  CLASSICAL  LITERATURE,     &     PROFESSOR  OF  THE  LATIN  LANGUAGE, 

Haverford  College,  Central  High  School, 

Peana.  Philada. 

References  to 

HARKNESS'S  LATIN  GRAMMAR, 

ANDREWS  &  STODDARD'S  LATIN  GRAMMAR, 

BULLIONS  &  MORRIS'S  LATIN  GRAMMAR, 

AND 

ALLEN'S  MANUAL  LATIN  GRAMMAR. 

The  publication  of  this  edition  of  the  Classics  was  suggested  by 
the  constantly  increasing  demand  by  teachers  for  an  edition  which, 
by  judicious  notes,  would  give  to  the  student  the  assistance  really 
necessary  to  render  his  study  profitable,  furnishing  explanations  of 
passages  difficult  of  interpretation,  of  peculiarities  of  syntax,  &c., 
and  yet  would  require  him  to  make  faithful  use  of  his  Grammar 
and  Dictionary.  <|^ 

)      It  is  believed  that  this  Classical  Series  needs  only  to  be  known  to  (^ 
K  insure  its  very  general  use.     The  publishers  claim  for  it  peculiar  ^ 


Price, 

$1.25 

it 

1.50 

<( 

1.25 

i( 

1.50 

<( 

1.25 

merit,  and  beg  leave  to  call  attention  to  the  following  important 
particulars : 

The  purity  of  the  texts. 

The  clearness  and  conciseness  of  the  notes  and  their  adaptation 
to  the  wants  of  students. 

The  beauty  of  the  type  and  paper. 

The  handsome  style  of  binding.  *  , 

The  convenience  of  the  shape  and  size. 
The  low  price  at  which  the  volumes  are  sold. 
The  preparation  of  the  whole  Series  is  the  07'iginal  work  of  Amer- 
ican scholars. 

The  texts  are  not  mere  reprints,  but  are  based  upon  a  careful  and 
painstaking  comparison  of  all  the  most  improved  editions,  with  con- 
stant reference  to  the  authority  of  the  best  manuscripts. 
The  Series,  when  complete,  will  consist  of 
CESAR'S  COMMENTARIES.  ... 

VIRGIL'S  ^NEID 

CICERO'S  SELECT  ORATIONS.       . 
HORACE'S  ODES,   SATIRES,   AND  EPISTLES. 
SALLUST'S  CATILINE  et  JUGURTHA. 
FIRST  SIX  BOOKS  OF  VIRGIL'S  .ENEID, 
with  Lexicon,  Notes,  &c.  "        1.25 

CICERO  DE  SENECTUTE,  et  DE  AMICITIA.     In  Preparation. 
VIRGIL'S  ECLOGUES  AND  GEORGICS.  " 

LIVY.  «' 

The  books  having  the  price  affixed  are  now  ready.  Single  copies 
will  be  sent  by  mail,  post-paid,  on  receipt  of  the  advertised  price. 

Due  notice  will  be  given  of  the  publication  of  the  remaining 
volumes.  The  generous  welcome  given  to  these  books,  proves  very 
conclusively  that  they  are  well  adapted  to  the  wants  of  the  class- 
room. Already  they  have  been  adopted  in  every  State  in  the  Union, 
and  the  publishers  have  the  proud  satisfaction  of  stating  that  they 
are  at  this  time  the  standard  text-books  in  more  than 

and  the  number  is  daily  increasing.     Among  these  are  many  of  the 
largest  and  most  important  classical  institutions  in  the  country. 

Circulars  containing  full  descriptive  notices  of  the  different  books 
of  the  Series  will  be  sent  to  any  address  on  application. 

o-o^Q^oo 


|. 


fOMPOSITION    AND    RHETORIC.     A  Text-Book 

^  for  Schools,  Academies,  and  Colleges.  By  John 
S.  Hart,  LL.  D.,  Principal  of  the  New  Jersey 
State  Normal  School.     Price    by  mail,  post-paid, 

Dr.  Hart  has  been  engaged  for  at  least  one-third  of  a  centuiy 
in  the  practical  duties  of  the  school-room,  and  for  years  past  has 
made  a  speciality  of  the  subject  of  which  the  present  volume  treats. 
He  thus  brings  to  his  work  a  full  knowledge  of  the  wants  of  both 
teacher  and  scholar  in  this  important  branch  of  education,  and  he 
has  spared  no  pains  to  make  the  book  C7ninently  practical  and 
adapted  to  tise  in  the  class-room.  The  peculiar  features  of  the  book 
are  apparent,  and,  we  believe,  combine  all  the  elements  of  a 
popular  and  successful  text-book.  The  author's  own  style  of  com- 
position, so  remarkable  for  its  rhetorical  excellence,  gives  to  his 
work  the  advantage  of  being  on  every  page  a  model  of  what  it 
teaches. 

The  typographical  arraiigement  is  such  as  to  please  the  eye,  and, 
at  the  same  time,  enable  the  teacher  to  assign  for  memoriter  exer- 
cises, only  the  more  important  rules,  definitions,  etc.,  leaving  the 
argumentative  and  descriptive  portions  to  be  either  commitljed  to 
memory,  studied  in  some  more  general  way,  or  used  as  a  reading 
or  class  exercise,  as  the  teacher  may  deem  most  expedient. 

The  great  variety  and  copiousness  of  the  "  Examples  for  Prac- 
tice "  will,  we  are  sure,  commend  the  book  to  general  favor.  In 
this  respect  we  believe  it  unequalled  by  any  similar  work  heretofore 
published. 


-o-o>^Oo- 


riRST  LESSONS  IN  COMPOSITION.     For  Be- 

■'•  ginners.  By  John  S.  Hart,  LL.  D.,  Principal  of 
the  New  Jersey  State  Normal  School.  Price  by 
mail,  post-paid,  90  cents. 

A  greater  help  to  the  Teacher  never  was  invented.  It  will  revo- 
lutionize the  whole  work  of  teaching.  By  the  increased  power  of 
expression  which  it  gives  to  the  pupil  it  doubles  his  progress  in 
every  study. 


THE    CRITTENDEN     COMMERCIAL    ARITH- 
^    METIC  AND  BUSINESS  MANUAL.    Designed 

for  the  Use  of  Teachers,  Business  Men,  Academies, 
High  Schools,  and  Commercial  Colleges.  By  John 
Groesbeck,  Consulting  Accountant,  and  Principal 
of  Crittenden's  Philadelphia  Commercial  College. 
Price  by  mail,  post-paid,  ^1.50. 

In  every  High  School  and  Academy  in  the  land,  the  organization 
of  a  class  in  Commercial  Arithmetic,  Business  Calculations  and 
Forms,  will  prove  an  element  of  popularity  and  success  that  will 
yield  rich  results.  The  subject  itself  is  so  intrinsically  valuable  as 
a  means  of  developing  thought,  that,  were  this  the  only  result  to  be 
gained,  it  would  be  entitled  to  and  should  receive  the  special  atten- 
tion of  the  progressive  teacher.  But  apart  from  this,  the  introduc- 
tion of  a  study  so  interesting  in  itself,  so  attractive  to  the  scholar, 
and  having  so  direct  a  bearing  on  his  future  welfare,  will,  in  many 
an  instance,  decide  the  welfare  of  a  school,  directing  the  channel 
of  popular  opinion  in  its  favor,  and  prove  the  means  of  filling  it 
with  students  anxious  to  secure  its  advantages. 

Circulars  containing  full  descriptive  notice,  testimonials,  &;c.,  will 
be  sent  to  any  address  on  application. 


-oo^Se^oo- 


MANUAL  OF  ELOCUTION.  Founded  upon  the 
Philosophy  of  the  Pluman  Voice,  with  Classified 
Illustrati-ons,  Suggested  by  and  Arranged  to  meet 
the  Practical  Difficulties  of  Instruction.  By  M.  S. 
Mitchell.     Price  by  mail,  post-paid,  ^1.50. 

SUBJECTS    TREATED    OF. 

Articulation,  Pronunciation,  Accent,  Emphasis,  Modulation, 
Melody  of  Speech,  Pitch,  Tone,  Inflections,  Sense,  Cadence,  Force, 
Stress,  Grammatical  and  Rhetorical  Pauses,  Movement,  Reading 
of  Poetrj',  Action,  Attitude,  Analysis  of  the  Principles  of  Gesturco, 
and  Oratory. 

The  compiler  cannot  conceal  the  hope  that  this  glimpse  of  our 
general  literature  may  tempt  to  individual  research  among  its  treas- 
ures, so  varied  and  inexhaustible;  —  that    this    text-book    for    the 


school-room  may  become  not  only  teacher,  but  friend,  to  those  in 
whose  hands  it  is  placed,  and  while  aiding,  through  systematic  de- 
velopment and  training  of  the  elocutionaiy  powers  of  the  pupil,  to 
overcome  many  of  the  practical  difficulties  of  instruction,  may 
accomplish  a  higher  work  in  the  cultivation  and  refinement  of 
character. 

THE  MODEL  SPEAKER:  Consisting  of  Exercises 
in  Prose,  Poetry,  and  Blank  Verse,  Suitable  for 
Declamation,  Public  Readings,  School  Exhibitions, 
&c.  Compiled  for  the  Use  of  Schools,  Academies, 
Colleges,  and  Private  Classes,  by  Prof.  Philip 
Lawrence.     Price  by  mail,  post-paid,  $1.50. 

The  book  is  printed  on  superfine,  tinted  paper,  and  handsomely 
and  durably  bound  in  fine  English  cloth,  with  bevelled  sides.  For 
variety  and  freshness  of  selections,  beauty  of  mechanical  execution, 
and  economy  in  price,  it  is  unequalled  by  any  similar  work  extant. 

Great  care  has  been  taken  to  consult  the  authorized  editions  of 
the  various  writers  represented,  that  the  extracts  from  their  works 
may  be  relied  upon  as  accurate ;  though,  in  some  instances,  pre- 
ference has  been  given  to  an  early  edition,  when,  in  later  issues, 
the  alterations  have  not  been  deemed  improvements.  Many  poems 
have  been  introduced  which  have  never  before  found  their  way  into 
any  book  of  selections,  being  now  for  the  first  time  published  in 
this  country  in  a  permanent  form. 

It  is  believed  that  this  book  will  be  found  admirably  adapted  for 
use  as  a  "  Reader,"  either  in  connection  with  any  of  the  regular 
series  of  reading  books,  or  to  be  taken  up  by  classes  that,  having 
used  the  higher  readers  of  the  different  series,  need  variety  as  an 
incentive  to  interest.  For  this  purpose  we  particularly  commend 
it  to  the  attention  of  Principals  of  Academies,  Seminaries,  High 
Schools,  Normal  Schools,  and  Institutions  for  Young  Ladies.  ' 

Descriptive  Circular,  containing  entire  List  of  Contents,  sent  to 
any  address  on  application. 


THE  MODEL  DEFINER.  An  Elementary  Book  for 
Beginners,  containing  Definitions,  Etymology,  and 
Sentences  as  IModels,  exhibiting  the  correct  use  of 
Words.  By  A.  C.  Webb.  Price  by  mail,  post- 
paid, 25  cents. 

o-o^etjo* 

THE  MODEL  ETYMOLOGY.  Giving  not  only  the 
Definitions,  Etymology,  and  Analysis,  but  also  that 
which  can  be  obtained  only  from  an  intimate  ac- 
quaintance with  the  best  authors,  viz. :  the  correct 
use  of  Words.  With  a  Key  containing  the  analysis 
of  every  word  which  could  present  any  difficulties 
to  the  learner.  By  A.  C.  Webb.  Price  by  mail, 
post-paid,  60  cents. 

The  plan  adopted  in  the  Model  Definer  and  Model  Etymology  is 
not  new.  All  good  Dictionaries  ilkistrate  the  meaning  by  a  Model. 
To  quote  from  a  good  author,  a  sentence  containing  the  word,  as 
proof  of  its  correct  use,  is  the  only  authority  allowed.  A  simple 
trial  of  the  work,  either  by  requiring  the  child  to  form  sentences 
similar  to  those  given,  or  by  memorizing  the  sentences  as  models 
for  future  use,  will  convince  any  one  of  tlie  following  advantages  to 
be  derived  from  the  Model  Word-Book  Series. 

1.  Saving  of  time. 

2.  Increased  1-mowledge  of  words. 

3.  Ease  to  teacher  and  scliolar. 

4.  A  knowledge  of  the  correct  use  of  words. 

Descriptive  Circular  sent  on  application. 


0>®<00- 


AHTINDALE'S   HISTORY  OF  THE  UNITED 

STATES.  From  the  Discovery  of  America  to  the 
close  of  the  late  Rebellion.  By  Joseph  C.  Mar- 
TiNDALE,  M.D.,  Principal  of  the  Madison  Grammar 
-School,  Philadelphia.  Price  by  mail,  post-paid, 
60  cents. 


With  this  book  in  his  hand,  the  scholar  can  in  a  single  school- 
teiTn  obtain  as  complete  a  knowledge  of  the  History  of  the  United 
States  as  has  heretofore  required  double  the  time  and  effort. 

Teachers  who  are  anxious  to  have  their  pupils  proficient  in  this 
subject,  or  who  are  themselves  desirous  of  reviewing  the  main 
points  of  History  in  order  to  pass  a  creditable  examination,  will 
find  this  the  book  for  their  purposes. 

Descriptive  Circular  sent  on  application. 
o<3>a<oo 

XHE   YOUNG   STUDENT'S   COMPANION;    or, 

Elementary  Lessons  and  Exercises  in  Translating 
from  English  into  French.  By  M.  A.  Longstreth, 
Principal  of  a  Seminary  for  Young  Ladies,  Phila- 
delphia.    Price  by  mail,  post-paid,  ^i.oo. 


1.  T7 


-o-o>e=;oo- 


IN   THE   SCHOOL-ROOM;    or,  Chapters   in  the 

■■■      Philosophy  of  EdLx-ation.     By  John  S.   Hart, 
LL.  D.,    Principal    of    New   Jersey   State    Normal 
School.     Price  by  mail,  post-paid,  ^1.25. 
This  work  gives  the  results  of  the  experience  and  observation 
of  the  author  "  in  the  School-Room  "  for  a  period  of  years  extend- 
ing over  more  than  one-third  of  a  centuiy. 

No  teacher  can  afford  to  be  without  it. 
It  is  a  teacher's  library  in  a  single  booki 

IX>J#4CH= 

MODEL  ROLL-BOOK,  No.  1.    Fo^  the  use 

of  Schools.  Containing  a  Record  of  Attendance, 
Punctuality,  Deportment,  Orthography,  Reading, 
Penmanship,  Intellectual  Arithmetic,  Practical  Arith- 
metic, Geography,  Grammar,  Analysis,  Parsing  and 
History,  and  several  blanks  for  special  studies  not 
enumerated.     Price  by  mail,  post-paid,  ^5.00. 


JHE 


lO 

THE  MODEL  ROLL-BOOK,  No.  2.    For  the  use 

■^  of  High  Schools,  Academies  and  Seminaries.  Con- 
taining a  Record  of  all  the  studies  mentioned  in 
Roll-Book  No.  I,  together  with  Declamation,  Elo- 
cution, Algebra,  Geometry,  Composition,  Rhetoric, 
French,  Latin,  Philosophy,  Physiology,  and  several 
blanks  for  special  studies  not  enumerated.     Price 

by  mail,  post-paid,  ^5.00. 
Since  the  first  publication  of  the  Model  Roll-Books,  they  have 
been  very  materially  improved.  They  have  been  made  uniform  in 
size  and  price ;  each  page  has  been  arranged  to  exhibit  a  record  for 
one  month,  and  space  has  been  assigned  for  a  monthly  summary. 
These  Roll-Books  are  in  use  in  the  leading  schools  in  Boston,  New 
York,  Philadelphia,  Baltimore,  Cincinnati,  Chicago,  and  St.  Louis, 
and  very  extensively  in  Academies,  Seminaries,  and  High  Schools 
throughout  the  Country.  They  will,  on  examination,  be  found  to  be 
the  most  complete  and  practical  yet  published.  AH  teachers  who 
use  them  speak  of  them  with  unqualified  approval. 

OhdJS^OO 

THE  MODEL  POCKET  REGISTER  AND  GBADE- 

BOOK.  A  Roll-Book,  Record,  and  Grade-Book 
combined.  Adapted  to  all  grades  of  classes,  whether 
in  College,  Academy,  Seminary,  High  or  Primary 
School.  Handsomely  botmd  in  fine  English  cloth, 
bevelled  sides,  crimson  edges.  Price  by  mail,  post- 
paid, 65  cents. 

o-o^ScJOo 

THE  MODEL  SCHOOL  DIARY.  Designed  as  an 
■^  aid  in  securing  the  co-operation  of  parents.  It  con- 
sists of  a  Record  of  the  Attendance,  Deportment, 
Recitations,  &c.,  of  the  Scholar,  for  every  day  in 
the  week.  At  the  close  of  the  week  it  is  to  be  sent 
to  the  parent  or  guardian  for  his  examination  and 
signature.  Copies  will  be  mailed  to  teachers  for 
examination,  post-paid,  on  receipt  of  ten  cents. 
Price  per  dozen,  by  mail,  post-paid,  ^1.05. 


II 

THE  MONTHLY  REPORT. 

The  general  character  of  the  Monthly  Report  is  the  same  as  that 
of  the  Model  School  Diary,  excepting  that  it  is  intended  for  a 
Monthly  instead  of  a  Weekly  report  of  the  attendance,  recitations, 
etc.,  of  the  pupil.  Copies  will  be  mailed  to  teachers  for  examina- 
tion, post-paid,  on  receipt  of  ten  cents.  Price  per  dozen,  by  mail, 
post-paid,  $1.05. 

OOJ^OO 

THE  MODEL  SCHOOL  PEN. 

Do  you  want  a  better  pen  than  you  have  ever  before  used  ?  If 
so,  try  the  Model  School  Pen.  These  Pens  are  made  with  the 
greatest  care,  and  subjected  to  the  closest  scrutiny  before  being 
placed  in  the  boxes.  In  their  manufacture,  we  have  endeavored 
to  remedy  the  defects  and  combine  the  desirable  qualities  of  all  the 
School  Pens  heretofore  offered  to  Teachers.  We  believe  that  they 
will  on  trial  be  found  to  combine  more  of  the  elements  of  a  really 
good  steel  pen  than  any  other.  The  point  equals  that  of  the 
"Gillot,  303;"  while  for  flexibility  and  durability  they  are  un- 
equalled.    Price  per  gross,  sent  by  mail,  post-paid,  $1.25. 


-0-0 j®^  00- 


B 


OOK- KEEPING  BLANKS,  Consisting  of  six 
blank  books,  as  follows :  Day  Book,  Cash  Book, 
Ledger,  Journal,  Bill  Book,  and  Book  for  Miscel- 
laneous Exercises.  Price  for  each  book  by  mail, 
post-paid,  15  cents;  or  the  entire  set  of  six  books 
by  mail,  post-paid,  90  cents. 

These  books  have  been  prepared  as  a  matter  of  practical  con- 
venience for  students  in  Book-keeping.  They  can  be  used  with 
any  treatise,  and  will  be  sold  singly  or  in  sets,  as  may  be  desired. 


-ooi«<c 


B@=-  CONSTANTLY  ON  HAND,  a  full  supply  of  all 
the  different  kinds  of  School  Books  published. 

Special  attention  paid  to  miscellaneous  orders  for  School  Books, 
Stationery,  School  Merchandise,  etc.,  from  Teachers,  School  Di- 
rectors, Principals  of  Academies,  Trustees,  and  others  who  purchase 


12 

in  quantities  for  Schools  and  Classes.  In  such  instances  a  liberal 
discount  will  be  allowed. 

Principals  of  Schools  having  occasion  to  order  various  kinds  of 
books  for  their  classes,  are  invited  to  favor  us  with  a  trial  order. 
We  make  a  specialty  of  filling  orders  of  this  character,  and  our 
facilities  are  such  that  we  are  confident  of  our  ability  to  render 
satisfaction. 

We  will  be  happy  to  quote  our  prices  for  the  different  kinds 
of  school  books  that  may  be  required  by  Teachers  for  their 
classes. 

Books  can  be  ordered  by  express,  the  amount  of  the  bill  to  be 
collected  on  delive}y,  provided  that  one-half  the  required  amount 
be  sent  with  the  order,  as  a  guarantee  that  the  books  Will  be 
promptly  taken  on  their  arrival. 

Teachers  corresponding  with  us  are  requested  to  supply  us  with  a 
copy  of  the  circular  or  catalogue  of  the  school  of  which  they  are 
the  Principal,  or  with  which  they  are  connected. 

Descriptive  circulars  of  all  our  publications  will  be  sent  to  any 
address  on  application. 

Please  address, 

Eldredge  &  Brother, 

No.  17  North  Seventh  Street, 

PHILADELPHIA,  PA. 


